Learning outcomes

Students must be able to devise approaches to analysing practices that are relevant to the needs of professional environments and organisations.

Goals

Target skills

    Using coaching to transform complex, unpredictable professional contexts requiring new strategic approaches
    Integrating the ethical and deontological dimensions of coaching by grasping the individual, relational and organisational issues at stake
    Question the nature of our knowledge
    Identify the values and principles underlying professional practice
    Develop models for understanding coaching practice

Objectives

    To be able to identify the components of the analysis of professional practice
    To be able to construct and argue for the choice of a protocol for analysing professional practice that meets both ethical requirements and the needs of the target group and the characteristics of its environment.
    be capable of arguing the role of facilitator, identifying and mobilising the relevant actions to support a group or individuals in the analysis of professional practices and ensuring the ethical nature of the interactions present during the APP sessions.

Content

Different approaches to Professional Practice Analysis :

    professional co-development through peer groups (Payette and Champagne)
    analysis of professional practice in a peer group (DAPPP - Donnay and Boucenna)
    group analysis based on the natures of the issues inspired by the work of Jacques Ardoino (DAGNEA).

Components of Professional Practice Analysis

Meta" activity and facilitation of professional practice analysis groups :

    analyses produced by the group (meta-analysis)
    meta-communication ;
    individual processes and learning ;
    processes and learning at work in the group;
    facilitating these processes.

Exercices

Experiencing

peer group co-development

group analysis of the nature of the issues inspired by Ardoino (DAGNEA)

peer group analysis of professional practices (DAPPP)

Assessment method

Development of a system for analysing professional practices, adapted to the chosen professional environment and using the components of the PA.

Sources, references and any support material

Beillerot, J. (1998). L’analyse des pratiques professionnelles: pourquoi cette expression? In C. Blanchard-Laville & D. Fablet (Eds.), Analyser les pratiques professionnelles. Paris: L'Harmattan.

Boucenna, S., & Charlier, E. (2013). Reflective practice in the teaching profession: the case of training and research practices in the french community in Belgium. Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community Advances in Research on Teaching, Volume 19, 321–338.

Boucenna, S., Charlier, E., Perréard-Vité, A., & Wittorski, R. (2018). L'accompagnement et l'analyse des pratiques professionnelles : des vecteurs de professionnalisation. Toulouse: Octares.

Boucenna, S., Vacher, Y., & Thiebaud, M. (2022). Comment accompagner avec l’analyse de pratiques professionnelles? De Boeck.

Donnay, J., & Charlier, E. (2008). Apprendre par l'analyse de pratiques. Initiation au compagnonage réflexif. Namur: Pressses universitaires de Namur.

Marcel, J.-F., Olry, P., Rothier-Bautzer, E., & Sonntag, M. (2002). Les pratiques comme objet d'analyse. Revue française de pédagogie, 138, 135-170.

Payette, A., & Champagne, C. (1997). Le groupe de codéveloppement professionnel. Sainte-Foy (Québec): Presses de l'Université du Québec.

Vacher, Y. (2015). Construire une pratique réflexive. Comprendre et agir. Bruxelles: De Boeck.

Wittorski, R. (2018). L'accompagnement et l'analyse des pratiques professionnelles : une professionnalisation croisées des individus, des activités et des organisarions. In S. Boucenna, E. Charlier, A. Perréard-Vité, & R. Wittorski (Eds.), L'accompagnement et l'analyse des pratiques professionnelles : des vecteurs de professionnalisation (pp. 202). Toulouse - France: Octares

Language of instruction

Français