Abstract

BREMOND, Capucine. Do trainers know what they are talking about?. Cad. psicol. soc. trab. [online]. 2014, vol.17, n.spe, pp.163-176. ISSN 1516-3717.  https://doi.org/10.11606/issn.1981-0490.v17ispe1p153-161.

We responded to a request to train tutors. This request stressed the need to participate in skills development and to explore the definition of tutoring. We addressed this training with a double-hatted approach as teacher specialized in educational sciences and as interaction analysis researcher. This dual role was consistent with the conception of training where trainers, who are simply one of several actors, do not impart their knowledge as experts. What we wish to look at here is how trainers may be torn between socio-constructivist learning, which humbles them, and imperatives where they are considered as experts who have mastered the essence of knowledge. Expertise is part and parcel of the fundamentals of the relationship between persons involved in learning. Incorporating socio-constructivism would imply that not only would the "learners" play an active role in their training but that the trainers would not remain in command of the interactive situation they had established; a second aspect that is rarely applied in the current context and may even be deemed infeasible. So, what is expected of trainers? To be in command or to be actors? If trainers need to be involved in focusing the educational potential of situations rather than remaining in command of the training, then they hold a role nourished by social and relational challenges. And even if they wished to, they could not be just an advocate of knowledge.

Keywords : Training; Interaction analysis; Role relationship; Socio-constructivist approach; Relationship to knowledge.

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