Posture d’accompagnement au changement-innovation avec des équipes d’école volontaires : l’implication réfléchissante
After clarifying the issues of the concept of coaching, we sought to define the characteristics of the posture of involvement, adopted by researchers accompanying voluntary school teams towards change. We have defined the posture as ‘reflective involvement’. The methodological protocol presents the...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2015-06-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/1271 |
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| Summary: | After clarifying the issues of the concept of coaching, we sought to define the characteristics of the posture of involvement, adopted by researchers accompanying voluntary school teams towards change. We have defined the posture as ‘reflective involvement’. The methodological protocol presents the cooperative work plan implemented in practice. It is organized in three phases : engagement, involvement, and enrollment to the change-innovation stage. It provides a support which fits the specific proceedings at each work teams meeting. Three features characterize the posture in fine : supporting actions to encourage the reflection when opening a meeting, accompanying in asking follow-up questions throughout the conduct of the meeting, and helping the teams to agree on the common object of change. However, adopting such a posture requires vigilance. In practice, a reflexivity effort is required to ensure understanding and to develop distinctly, when appropriate, the issues of the proposals made by the actors for expressing the considered options. |
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| ISSN: | 2271-6092 |