CONCEPTION, IMPLEMENTATION, AND ANALYSIS OF A SUPPORT DEVICE FOR PRE-SERVICE TEACHER TRAINING AS PART OF A COLLABORATIVE RESEARCH

ABSTRACT: The article presents the results of a collaborative research that aimed to create and analyze devices used on the joined support (involving the university and school) of supervised pre-service teacher training of Pedagogy students. The research involved different actors of the training, in a total of 43 participant, including the following categories: elementary teachers (called partner teachers), pedagogical coordinators, school principal and vice-principal, in-training undergraduate students, and the professor in charge of the training. Through the analysis of documents, observation of the training process, and focal groups with participants, we created two support devices to trainees and partner teachers. The devices were analyzed based on the model of Albero (2010) which follows three dimensions: ideal; operational; and experienced. We concluded that the devices implemented during training significantly contributed to its organization and the support of trainees, valuing the role of the schoolteacher in the training process, and favoring the creation of teaching dispositions in trainees. The limits found on the use of the devices refer to the development of reflection and the analysis of the practices by the trainees.

摘要：本文呈现一项合作研究成果，该研究旨在开发并分析依托院校联合支持体系（涵盖大学与中小学）开展的教育学专业学生督导式入职前教师培训相关的配套工具。本研究纳入了培训各环节的共43名参与者，涵盖以下类别：小学教师，即合作指导教师（partner teachers）、教学协调员、中小学正副校长、在读师范生以及负责该培训的高校教授。研究团队通过文档分析、培训过程观察以及与参与者开展焦点小组访谈，为受训学员与合作指导教师搭建了两套配套支持工具。上述工具基于阿尔贝罗（Albero, 2010）提出的三维分析框架开展评估，该框架包含三个维度：理想维度、实操维度与体验维度。研究结论显示，培训期间应用的这套支持工具显著优化了培训组织工作与对受训学员的支持力度，凸显了一线教师在培训过程中的核心作用，并助力受训学员形成良好的教学倾向。本研究同时发现该工具在应用过程中存在一定局限：未能有效推动受训学员开展反思活动并对自身教学实践进行深度分析。