Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS

Detalhes bibliográficos
Autor(a) principal: Rondeau, Karine
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Trabalho (En)Cena
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/encena/article/view/9621
Resumo: Since the beginning of the 20th century, adult education has been conceived in the context of numerous streams of research. One of these, experiential learning, has developed around the concepts of learning and experience in the adult education context. This stream has given rise to experiential training centred on individual development and self-awareness. Such training is considered by many to be a promising avenue for preventing burnout-related problems, alleviating teacher distress, and fostering teacher well-being at work and in training. This article presents the foundations, principles and methods of experiential training implemented as part of a qualitative study (Rondeau, 2014, 2017) aiming to better understand the identity-work experience of teachers who undergo experiential teacher professional development at the graduate level. The article also offers concrete guideposts as to the roles and attitudes to be cultivated in this context.
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spelling Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFSLa formación experiencial en enseñanza superior: : para un actuar profesional generador de saberes significativosLA FORMATION EXPÉRIENTIELLE À L’ENSEIGNEMENT:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFSLA FORMATION EXPÉRIENTIELLE À L’ENSEIGNEMENT:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFSformação experiencialdesenvolvimento profissionalprofessoresFormation expérientielleDéveloppement professionnelEnseignantsExperiential trainingProfessional developmentteachersFormación experiencialDesarrollo profesionaldocentesSince the beginning of the 20th century, adult education has been conceived in the context of numerous streams of research. One of these, experiential learning, has developed around the concepts of learning and experience in the adult education context. This stream has given rise to experiential training centred on individual development and self-awareness. Such training is considered by many to be a promising avenue for preventing burnout-related problems, alleviating teacher distress, and fostering teacher well-being at work and in training. This article presents the foundations, principles and methods of experiential training implemented as part of a qualitative study (Rondeau, 2014, 2017) aiming to better understand the identity-work experience of teachers who undergo experiential teacher professional development at the graduate level. The article also offers concrete guideposts as to the roles and attitudes to be cultivated in this context.Desde principios del siglo XX, la educación de adultos ha sido enmarcada en varias corrientes de investigación. Una de ellas, el aprendizaje experiencial, ha sido desarrollada alrededor de las nociones de aprendizaje y de experiencia en contexto de formación de adultos. Así aparecieron formaciones experienciales donde el desarrollo de la persona y de la conciencia de sí mismo se encuentra al centro de las preocupaciones. Este tipo de formación está considerado por muchos como una alternativa prometedora para prevenir la aparición de problemas relacionados con el agotamiento profesional, calmar el desamparo de las personas docentes y fomentar el bienestar en el trabajo y en formación. Este artículo presenta los fundamentos, los principios y las modalidades de una formación experiencial que ha sido desarrollada en el marco de una encuesta cualitativa (Rondeau, 2014, 2017) teniendo como propósito entender la experiencia laboral de índole identitaria de personas docentes involucradas en una formación experiencial continua de 2º ciclo universitario en enseñanza. Se proponen algunas pistas concretas en cuanto a los papeles por desempeñar y a las actitudes por cultivar en este tipo de contexto.Depuis le début du XXe siècle, l’éducation des adultes a été pensée dans le cadre de plusieurs courants de recherche. L’un deux, l’apprentissage expérientiel, s’est développé autour des notions d’apprentissage et d’expérience en contexte de formation des adultes. Ainsi sont apparues des formations expérientielles où le développement de la personne et de la conscience de soi constitue le centre des préoccupations. Ce type de formation est considéré par plusieurs comme une avenue prometteuse pour prévenir l’apparition de problèmes relatifs à l’épuisement professionnel, apaiser la détresse des personnes enseignantes et promouvoir leur mieux-être au travail et en formation. Cet article présente les fondements, les principes et les modalités d’une formation expérientielle ayant été mise en œuvre dans le cadre d’une enquête qualitative (Rondeau, 2014, 2017) visant à comprendre l’expérience du travail de nature identitaire de personnes enseignantes engagées dans une formation expérientielle continue de 2e cycle universitaire en enseignement. Des repères concrets quant aux rôles à jouer et aux attitudes à cultiver dans ce type de contexte seront également exposés.Desde o início do século XX, a educação de adultos tem sido pensada no âmbito de várias correntes de pesquisa. Uma delas, a aprendizagem experimental, desenvolveu-se em torno das noções de aprendizagem e experiência no contexto da educação de adultos. Isto levou ao surgimento das formações experienciais, na qual o desenvolvimento do indivíduo e da autoconsciência é a preocupação central. Este tipo de formação é considerado por muitos como um caminho promissor para prevenir o aparecimento de problemas relacionados com o esgotamento profissional, aliviar a angústia dos professores e promover o seu bem-estar no trabalho e na formação. Este artigo apresenta os fundamentos, princípios e modalidades de uma formação experiencial que foram implementados no contexto de uma pesquisa qualitativa (Rondeau, 2014, 2017) destinada a compreender a experiência do trabalho de natureza identitária dos professores envolvidos na formação experiencial contínua a nível de pós-graduação em ensino. Serão também apresentadas referência concretas sobre os papéis a desempenhar e as atitudes a cultivar neste tipo de contexto.Universidade Federal do Tocantins - UFT2020-10-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresAvaliado pelos paresapplication/pdfhttps://sistemas.uft.edu.br/periodicos/index.php/encena/article/view/962110.20873/2526-1487V5N2e020004Trabalho (En)Cena; Vol. 5 No. 2 (2020): Revista Trabalho (En)CenaTrabalho (En)Cena; Vol. 5 Núm. 2 (2020): Revista Trabalho (En)CenaTrabalho (En)Cena; Vol. 5 No. 2 (2020): Revista Trabalho (En)CenaTrabalho (En)Cena; v. 5 n. 2 (2020): Revista Trabalho (En)Cena2526-148710.20873/2526-1487V5N2reponame:Trabalho (En)Cenainstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/encena/article/view/9621/17584Copyright (c) 2020 Karine Rondeauinfo:eu-repo/semantics/openAccessRondeau, Karine 2021-01-14T20:54:08Zoai:ojs.revista.uft.edu.br:article/9621Revistahttps://sistemas.uft.edu.br/periodicos/index.php/encena/oai2526-14872526-1487opendoar:2021-01-14T20:54:08Trabalho (En)Cena - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
La formación experiencial en enseñanza superior: : para un actuar profesional generador de saberes significativos
LA FORMATION EXPÉRIENTIELLE À L’ENSEIGNEMENT:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
LA FORMATION EXPÉRIENTIELLE À L’ENSEIGNEMENT:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
title Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
spellingShingle Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
Rondeau, Karine
formação experiencial
desenvolvimento profissional
professores
Formation expérientielle
Développement professionnel
Enseignants
Experiential training
Professional development
teachers
Formación experiencial
Desarrollo profesional
docentes
title_short Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
title_full Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
title_fullStr Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
title_full_unstemmed Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
title_sort Experiential training in teaching:: POUR UN AGIR PROFESSIONNEL PORTEUR DE SAVOIRS SIGNIFICATIFS
author Rondeau, Karine
author_facet Rondeau, Karine
author_role author
dc.contributor.author.fl_str_mv Rondeau, Karine
dc.subject.por.fl_str_mv formação experiencial
desenvolvimento profissional
professores
Formation expérientielle
Développement professionnel
Enseignants
Experiential training
Professional development
teachers
Formación experiencial
Desarrollo profesional
docentes
topic formação experiencial
desenvolvimento profissional
professores
Formation expérientielle
Développement professionnel
Enseignants
Experiential training
Professional development
teachers
Formación experiencial
Desarrollo profesional
docentes
description Since the beginning of the 20th century, adult education has been conceived in the context of numerous streams of research. One of these, experiential learning, has developed around the concepts of learning and experience in the adult education context. This stream has given rise to experiential training centred on individual development and self-awareness. Such training is considered by many to be a promising avenue for preventing burnout-related problems, alleviating teacher distress, and fostering teacher well-being at work and in training. This article presents the foundations, principles and methods of experiential training implemented as part of a qualitative study (Rondeau, 2014, 2017) aiming to better understand the identity-work experience of teachers who undergo experiential teacher professional development at the graduate level. The article also offers concrete guideposts as to the roles and attitudes to be cultivated in this context.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/encena/article/view/9621
10.20873/2526-1487V5N2e020004
url https://sistemas.uft.edu.br/periodicos/index.php/encena/article/view/9621
identifier_str_mv 10.20873/2526-1487V5N2e020004
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/encena/article/view/9621/17584
dc.rights.driver.fl_str_mv Copyright (c) 2020 Karine Rondeau
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Karine Rondeau
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins - UFT
publisher.none.fl_str_mv Universidade Federal do Tocantins - UFT
dc.source.none.fl_str_mv Trabalho (En)Cena; Vol. 5 No. 2 (2020): Revista Trabalho (En)Cena
Trabalho (En)Cena; Vol. 5 Núm. 2 (2020): Revista Trabalho (En)Cena
Trabalho (En)Cena; Vol. 5 No. 2 (2020): Revista Trabalho (En)Cena
Trabalho (En)Cena; v. 5 n. 2 (2020): Revista Trabalho (En)Cena
2526-1487
10.20873/2526-1487V5N2
reponame:Trabalho (En)Cena
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
instname_str Universidade Federal do Tocantins (UFT)
instacron_str UFT
institution UFT
reponame_str Trabalho (En)Cena
collection Trabalho (En)Cena
repository.name.fl_str_mv Trabalho (En)Cena - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv
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