Elkarrizketak irakasleen prestakuntzarako bitarteko: irakasle-bideratzaileen jarduna ezaugarritzen

Lan honen helburua da aztertzea eta ezaugarritzea unibertsitateko irakasle-bideratzaileek zer nolako bidaidetza mota egiten duten etorkizuneko irakasleekin euren praktikaren analisia bideoaren aurreko autokonfrontazio elkarrizketak egiten ari direnean. 5 irakasle-bideratzailek egindako 10 autokonfrontazio elkarrizketak osatutako corpusean,. aztertu da irakasle-bideratzaile horien rola ikasleekin egindako autokonfrontazio elkarrizketen transkribapenetan eta euren jarduna 9 kategoriatan banatu da. Horietatik bi zehaztapenak eskatzea eta kontrobertsia sortzea, dira elkarrizketetan erabilienak. Irakasle-bideratzailearen profilaren arabera, ordea, ezberdintasunak sumatu dira jarduteko moduetan eta, ondorioz, prestakuntza eredua partekatua izan dadin irakasle-bideratzaileen prestakuntzan sakondu beharko litzateke.The aim of the present paper is to analyse and characterise the way in which teacher educators work with student teachers when conducting analyses of their own practice by means of selfconfrontation interviews. The corpus of this work consists of 10 self-confrontation interviews carried out by 5 teacher educators. The role of those teacher educators was analysed using the transcriptions of the interviews and 9 categories were identified. Two categories were found to be the most common: demanding specifications and creating controversy. Differences were also found as regards teacher educators' profile. As a result, in-depth training for teacher educators has been considered as needed

Les formes de la parole dans l’entretien formatif d’auto-confrontation

This paper examines self-confrontation as an experienced language activity, with attention to the physical dimension of speech in the making. It defends the relevance, particularly for training, of the study of interviewing as a fully-fledged activity, and not just as a means to acquire knowledge about some other activity. The analysis focuses on self-confrontation interviews conducted with two novice pre-school teachers faced with class session recordings made during an internship with responsibility. The interviews were conducted after a month, for the purpose of research and design of training devices, that is to say that this research fits into the more general framework of training devices. The method is based on the operationalization (enunciation and discourse) of speech forms in dialogue, which allows us to study the dynamics of self-confrontation as a global language activity of interactive typification, of both the work activity performed and the action projects that emerge from it. The study shows how, under certain conditions, interviews involving a confrontation with one’s activity give rise to certain phenomena that are key to training: staging of a fictional return to the activity (through gesture and speech) and mimetic models of its transformation, in which verbal and gestural representations configure the alternative activity imagined. The two cases in the study have contrasting speech forms, which helps to highlight those that seem richer from the perspective of effective training

Saberes y dificultades de seis maestros de educación primaria sobre la enseñanza del debate socio-científico en contextos multilingües con lenguas minoritarias

Este trabajo analiza las verbalizaciones de seis maestros en el curso de una autoconfrontación sobre sus sesiones de clase para la enseñanza del debate socio-científico en dos lenguas (euskera y castellano). Mediante el análisis de las verbalizaciones, tratamos de identificar los saberes y dificultades que los maestros comparten sobre la enseñanza del debate socio-científico en un contexto plurilingüe con lenguas minoritarias. El interés de la investigación reside en conocer mejor la formación a fin de mejorarla. Se evidencian una gran diversidad de intenciones, de recursos, de cuestionamientos sobre la didáctica del debate y la aparición de forma menos prominente y con carácter valorativo de la enseñanza plurilingüe