Reference

Écrire des monographies : une modalité d’analyse clinique de situations d’enseignement pour les enseignants débutants, in GIUST-OLLIVIER, A-C. et OUALID (Eds). Les groupes d'analyse des pratiques. Erès.

Abstract

As a trainer of newly qualified secondary school teachers, the author offers them to participate in a professional practices analysis group, inspired by Institutional Pedagogy, drawing on the use of writing. These teachers are invited to write monographs that will be worked on in the group. The monographs thus composed become training tools, as well as a research methodology likely to throw some light on unconscious processes at work in educational settings for newly qualified teachers. These writings illuminate the identity shattering they experience when confronted with situations that do not make sense to them. This enigmatic shattering sparks off a need to know that can lead to finding elements of response in training, but it might as well hinder trainers’ discourse. The transposition of a similar training offer to part time lecturers at university, leads to question above assumptions.

Keywords: monograph, professional practices analysis, psychoanalytical approach, newly qualified teacher