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：本文呈现一项协作研究的成果，该研究旨在开发并分析用于大学与学校协同支持体系的教育学专业学生受监督职前教师培训的支持工具。本研究吸纳了培训环节的多方参与者，共计43人，涵盖以下类别：小学教师（又称协作教师，partner teachers）、教学协调员、学校正副校长、参训本科生，以及负责该培训的教授。研究通过文献分析、培训过程观察及与参与者开展的焦点小组访谈，为参训学生与协作教师开发了两类支持工具。上述支持工具基于Albero（2010）提出的分析模型展开研究，该模型包含三个维度：理想维度、实操维度与体验维度。本研究得出结论：培训期间应用的支持工具对培训的组织实施与参训学生的支持成效显著，既彰显了协作教师在培训过程中的核心作用，也助力参训学生形成教学素养倾向。本研究同时发现，此类支持工具在应用中存在一定局限，即参训学生的反思能力培养与实践分析环节仍有待强化。