The conceptualization of the action as a way for innovative teacher training

Abstract

In the framework of French studies on professionalization, the conceptualization
of the action takes on ever-greater importance. The failure of prescriptive
models determines the recovery of the dignity of the teacher, his
values and his pragmatic knowledge. This requires the study of real practices,
and a collaborative analysis of the activities and workers’ patterns of
action. This is what happens in the field of Didactique Professionnelle. This
frame of reference allows the production of models that become tools
available to training courses. The article, along with an overview of the main
theoretical references for the re-evaluation of teachers’ knowledge, will
present some of the results obtained in a research that combines the latest
models of the Collaborative Research and Didactique Professionnelle, as
well as enhanced by the synergy with Analyse de Pratiques.