The development of “learning communities’” is an emerging directive in France for the continuing training of teachers. However, this directive to develop work and training collectives disrupts the cultures of action of supervisory staff, trainers, and teachers. This study employs the theoretical and methodological framework of the course of action to understand how the activities of an education inspector, a school principal, two trainers, and three teachers interconnect in the design and implem…
Read moreThe development of “learning communities’” is an emerging directive in France for the continuing training of teachers. However, this directive to develop work and training collectives disrupts the cultures of action of supervisory staff, trainers, and teachers. This study employs the theoretical and methodological framework of the course of action to understand how the activities of an education inspector, a school principal, two trainers, and three teachers interconnect in the design and implementation of an experimental video-based training program in a primary school district. Data collection included video recordings and self-confrontations conducted individually. The results highlight participatory meaning-making dynamics at both individual and collective levels. The different ways in which this training program is appropriated raise questions about the modes of coordination among facilitators.
