La formation de l'enseignant formateur selon une conception integrative : la mediation du texte biblique
Institution:
Université Marc Bloch (Strasbourg) (1971-2008)Disciplines:
Directors:
Abstract EN:
Although teacher educators require multi-directional training in their academic fields, methodology, education, interpersonal relations and group psychodynamics, there has been a perenial tendency to neglect the psychological and relational aspects of their training. Our action research was carried out from 1988 to 1995 in israel among orthodox jewish teacher educators in a training program in pedagogy and guidance, specializing in judaic studies. This population has difficulty creating interdisciplinary integration and relate to psychodynamics as alien to their role and to their culture. The qualitative research shows that these difficulties result from a perceived conflict of values between the teaching world and that of guidance as well as between judaism and psychology. Our objectives were twofold: to analyse the confrontation of values as it pertains to the perception of the teacher's role within its cultural context and to develop an appropriate method of intervention. It was found that teaching content, specifically that of bible studies, can serve as a catalyst for interaction among opposing attitudes, facilitating the aquisition of guidance tools such as empathy and feedback. Through the biblical metaphor, its style and multiple, sometimes paradoxical, meanings, the student experiences the co-existence of heteronomy, responsiveness to tradition and textual teaching, with free will, self-creativity and dialogue-based guidance. The mediator approach presented herein through a corpus of texts draws on the spiritual and cultural resources of the bible, not as a therapeutic tool, but as a learning content rich in the ethical values underlying interpersonal and transcendental relations. Those values affect guidance by promoting the integration of cultural and professional identities among teacher educators.
Abstract FR:
Le role complexe de l'enseignement formateur, intervenant dans la formation continue et initiale des enseignants, requiert une formation pluridisciplinaire, specialisation dans la discipline enseignee, methodologie, pedagogie, relations interpersonnelles, psychodynamique de groupe, sociologie, etc. La recherche-action presentee dans ce travail a ete realisee en israel. Elle visait a constituer un programme de formation de formateurs d'enseignants aptes a aider l'enseignant dans sa confrontation au multiculturalisme de sa classe. Le futur formateur se heurtait a la difficulte d'integrer une pluralite de savoirs et montrait une resistance a l'apprentissage des relations interpersonnelles et aux aspects psychodynamiques de la formation a la guidance. L'analyse de cette resistance par une methode qualitative d'ordre clinique a montre qu'elle provenait d'une confrontation de valeurs aux niveaux professionnel et culturel: celles du domaine de la psychodynamique avec celles de l'education et de la culture particuliere de la population - des enseignants situes dans la tradition juive - pour qui a ete concu le programme de formation. Le programme elabore selon une conception integrative et interdisciplinaire, experimentee depuis 1990, place la matiere enseignee - le texte biblique, etudie dans ses aspects dynamiques et dans ses valeurs educatives et transcendantes comme pivot mediateur des differents domaines. La formation integrative permet au formateur de developper son identite professionnelle complexe d'enseignant et de formateur a partir de sa culture.