L’activité d’enseignement aux prismes de la psychanalyse et de la clinique de l’activité

Abstract

ContextOur article focuses on education professionals and aims to show that a better understanding of complex situations would help teachers to regulate their actions and emotions, especially when their teaching practice is confronted with that of the students. This is why the inclusion of psychoanalysis on the training of teachers in their university and professional curriculum and on the training of trainers, would be beneficial and would simultaneously respond to the needs of individual teachers an individual teacher need and to societal needs. ObjectivesThe research presented here is based on clinical conceptions of activity on and the psychodynamics of work, these two approaches share a motion of work as an object capable of transforming the social life of the teacher and his or her psychological balance. MethodA qualitative approach taking the form of an 18-month longitudinal intervention research has been developed. It is based on various semi-directed interviews, self-confrontation, as well as work encounters intended to instigate debates about teachers’ activity. Intending to access the most intimate part of the teacher in a work situation and focusing on the real activity, the aim is to understand the individual's subjective visions, in particular by distinguishing manifest discourse from latent discourse. ResultsThe confrontation of the subject with his or her activity makes it possible to reveal the relationship to the profession, what is shared with other professional, and what is original to the subject. Moreover, the question of recognition occupies an important place in the collection of data. Thus, psychoanalysis has an important role to play in the training of teachers as well as trainers.