dc.creator |
Michel Vial |
|
dc.creator |
Valérie Guillemot |
|
dc.date |
2011-10-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T23:44:04Z |
|
dc.date.available |
2015-07-20T23:44:04Z |
|
dc.identifier |
10.4000/questionsvives.434 |
|
dc.identifier |
1635-4079 |
|
dc.identifier |
1775-433X |
|
dc.identifier |
https://doaj.org/article/a3392487ecdb45bfb48d381ed99769ad |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/24003 |
|
dc.description |
A partir de six entretiens semi-directifs réalisés par quatre interviewers, étudiants en Sciences de l’Education auprès de professionnels de l’accompagnement et de formateurs dont l’activité inclut une dimension accompagnement, cet article présente, à partir des propos des interviewés, l’enjeu identitaire et éthique à devenir formateur, donc guide et accompagnateur. Il envisage à partir des résultats l’usage du référentiel de l’accompagnateur professionnel comme support d’auto évaluation du formateur, dans la dimension accompagnement de son activité.<br>In this article we present the results of a series of six interviews carried out with professional trainers and accompanists (coaches) from the field of adult education. Individual methods and practices are explored. With the study arise various questions of identity and ethical challenges facing these professionals. Our results suggest the possible interest of applying a grid of professional skills in the process of self-assessment especially with regards to the aspect of accompaniment (coaching) in their professional activity. |
|
dc.language |
French |
|
dc.publisher |
Université de Provence - Département des Sciences de l'éducation |
|
dc.relation |
http://questionsvives.revues.org/434 |
|
dc.relation |
https://doaj.org/toc/1635-4079 |
|
dc.relation |
https://doaj.org/toc/1775-433X |
|
dc.source |
Questions Vives : Recherches en Éducation, Iss Vol.6 n°12, Pp 93-107 (2011) |
|
dc.subject |
professional trainer |
|
dc.subject |
accompaniment (coaching) |
|
dc.subject |
grid of professionnal skills |
|
dc.subject |
self-evaluation |
|
dc.subject |
formateur |
|
dc.subject |
accompagnement |
|
dc.subject |
référentiel |
|
dc.subject |
auto-évaluation |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
De l’usage du référentiel d’activités pour s’autoriser à devenir formateur donc guide et accompagnateur |
|
dc.type |
article |
|