L’objet de cette recherche, le processus de réélaboration de l’expérience, est défini à partir d’une conception de l’expérience liant vécu, élaboration et communication de l’expérience. L’approche de ce processus repose sur l’hypothèse théorique selon laquelle le discours n’est pas un simple véhicule : il réalise en les transformant des processus psychiques qui surviennent dans la situation de communication. Il en résulte que cette recherche, à visée compréhensive, est orientée par une hypothèse qui dirige la saisie du travail de réélaboration vers la forme même que prend le dire. En conséquence de quoi le traitement du corpus, constitué à partir d’interviews semi-directives (auprès de deux professeures des écoles), relève d’une analyse du discours orientée par un ensemble cohérent d’indicateurs formels linguistiques. Les résultats obtenus, qui concernent les processus de généralisation, d’objectivation et de subjectivation, montrent que des généralités énoncées réalisent un travail de réélaboration à partir d’une position subjective, toujours singulière, appelant une prise de conscience réflexive en collaboration avec un formateur à l’écoute. / The object of this research work, the process of reelaboration of experience, is defined from a conception of experience that links personal experience, elaboration and communication of experience. The approach of this process relies on the theoretical hypothesis that speech is not a mere vehicle : it creates while transforming it, this psychic process that occurs within situations of communication. It comes from it that this work, which is meant to be comprehensive, is orientated by a hypothesis that leads the understanding of the work of reelaboration towards the very shape of talking. As a consequence, the analysis of the corpus, made of semi-directive interviews (of two school teachers), is based on an analysis of speech relying on a coherent collection of formal linguistic indicators. The results that we got about the processes of generalization, objectivation and subjectivation show that the generalities stated in this work lead to a process of reelaboration from a subjective and always singular position, which leads to a reflexive awakening, with the collaboration of a trainer who pays close attention.

L’éducation tout au long de la vie est aujourd’hui devenue un paradigme porté par L’UNESCO et le conseil de l’Europe en matière éducative. En France, sous l’égide de L’OCDE, les politiques ont privilégié l’instauration de dispositifs de formation tout au long de la vie afin de répondre rapidement aux problématiques de l’emploi plus qu’à un besoin de réorganisation du système éducatif. La loi de 1971 défit l’éducation permanente et s’impose comme un compromis à ces principes qui omettaient l’intégration des adultes dans le système traditionnel.Cette recherche, présentée en trois parties, interroge l’éducation et la formation tout au long de la vie. Plus particulièrement, elle s’intéresse à la manière dont l’individu se façonne et affine sa personnalité dans ce contexte de formation. L’étude est empirique, elle s’appuie sur l’expérience, impliquant dans un premier temps le parcours du chercheur, puis dans un second temps celui d’adultes en reprise de formation. L’approche scientifique, repose sur deux axes de recherche : l’analyse de la réalité de l’éducation pour les adultes en formation selon leur besoin et l’étude de leur parcours afin de mesurer leur niveau d’individuation. Les points qui sont discutés concernent l’enrichissement de la conscience collective qui se nourrit des possibles, de la créativité et du savoir nés de l’agir responsable des individus. Au niveau philosophique, il s’agit de comprendre comment l’Homme singulier devient Total par l’acquisition des compétences qui transforment le savoir en praxis. À partir des observations focalisées sur le projet individuel de l’adulte, l’analyse de terrain explore l’engagement de la personne dans son processus de formation lorsque ce dernier induit des changements et influence son processus d’individuation. Il s’agit de comprendre l’impact de l’éducation tout au long de la vie sur les adultes en reprises d’études et de discuter des transformations identitaires.L’étude s’appuyant sur la théorie ancrée, repose sur 126 récits de vie d’étudiants en licence Sciences de l’éducation et 4 entretiens biographiques non-directifs d’adultes en formation. Le recueil des données a été classé selon dix catégories substantives permettant d’analyser les ressentis des participants face à leur reprise d’études. Les récits de vie délivrent des indices qui apportent une vision empirique des possibles de la réalité de l’éducation tout au long de la vie.Les résultats montrent que l’individu s’engage dans son évolution. Il se forge un capital de connaissances pour se transformer, changer de vie ou se changer la vie. La réalité de l’éducation tout au long de la vie apparaît majoritairement comme un moyen au service du reclassement professionnel et social. Les adultes augmentent leurs compétences et présentent au regard des employeurs un capital qui les valorisent. Ces étudiants/adultes sont engagés dans la course d’un avenir professionnel qui fluctue selon leur désir de promotion et de satisfaction au travail pour atteindre un meilleur niveau de vie et de confort au quotidien. Le processus d’individuation est centré sur l’analyse de l’intensité de leur émancipation et de leur épanouissement. Dans chaque récit, les étudiants expliquent leur prise d’autonomie et manifestent leur enthousiasme suite à la formation, ce qui témoigne de leur transformation identitaire et du niveau de progression de leur individuation en adéquation à l’acte d’apprentissage. / Lifelong learning has become the paradigm of education supported by UNESCO and the Council of Europe. In France, under the aegis of the OECD policies have favored the introduction of continuing education schemes in response to employment problems rather than the recognition that the education system needs an overhaul. The 1971 Act challenged continuing education and imposed itself as a compromise to these principles by omitting the integration of adults into the traditional educational system.This research, presented in three parts, examines continuing education and training. More specifically, it focuses on how the individual shapes and refines their personality in such an educational condition. The study is empirical, based on experience, first concentrating on the course taken by the researcher, then the course taken by adults having resumed their education. The scientific approach is based on two lines of research which will analyze the conditions and needs of adults engaged in continuing education and study their personal course in order to measure their degree of individuation. The thesis will approach such ideas as the enrichment of the collective consciousness feeding on possibilities, and creativity and knowledge brought forth by the responsible actions of the individual. At a philosophical level, it is a matter of understanding how an individual becomes complete through the acquisition of skills transforming knowledge into praxis. Based on observations focused on the adult’s personal project, the field study explores the person's involvement in the training process and how by making changes the individual can influence the individuation process. The aim is to understand the impact of continuing training on adults having resumed their education and to examine how it can result in an identity transformation.The study is a grounded theory and is based on 126 accounts of students studying for a degree in Education Science and 4 biographical interviews led in a self-centered approach of adults engaged in continuing training. The data collected has been classified in ten nominal categories enabling the analysis of the participants feelings regarding their continuing education. The individual accounts deliver clues allowing an empirical view of the possibilities of the conditions in which continuing education is engaged.The results show that the individual is actively involved in his evolution. The person builds a capital of knowledge in order to transform oneself, to change lives, or to bring change to one’s life. The facts of continuing education mostly appear as a means of professional or social reclassification. Adults increase their skills and are therefore better considered by employers. These adult students are engaged on a professional course that shifts according to their desire for promotion or work satisfaction in order to attain a better standard of living and well-being.The results show that the individual is committed to its evolution. The individuation process focuses on the analysis of the degree of their emancipation and development. In each narrative the students explain how they became autonomous and their enthusiasm for the training, which indicates their identity transformation and the level of progress in their individuation process in line with the action of learning.

This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qualitative approach of narrative inquiry to analyse the learning culture of the Flexible Learning Centre (FLC) of Hollypark College, focusing on 15 learners’ and 2 tutors’ narratives elicited by episodic interviews. The narratives of learning biographies and work biographies of learners and tutors are explored, supplemented by quantitative data from College databases. The study evaluates the ways in which the pedagogical approach of selfdirected study with tutor support appears to be successful for predominantly mature learners wishing to acquire mainly Information Technology (IT) skills which may enhance their chances of employment or benefit them in other ways. Building on recent work on learning cultures, social capital, well-being and identity theories, the study gives a voice to these learners who are so far unheard and despite the demographic population shift to increasing numbers of older people, are not the focus of current government policy initiatives. Focus on employability which is equated with acquiring skills is seen as too narrow to encompass the wider needs met and benefits accrued by attending the FLC. The findings are that this FLC’s approach is particularly effective for older learners in general in acquiring IT skills. Those made redundant, the retired, those in work and carers who may have been out of the workforce for some time may flourish in this learning environment where mainstream courses cannot offer equivalent flexibility and opportunities to structure their own learning. The learning culture of the Flexible Learning Centre provides a space where such learners may not only acquire IT skills but may also increase their social and cultural capital while opening up new horizons for their future. Tutor/learner relationships are of key importance and the learning taking place should be re-evaluated by the Inspectorate and government alike.

This study focuses on the University of the Highlands and Islands (UHI) modelled on a federal, collegiate university based on a number of existing and geographically dispersed Further Education (FE) colleges and research institutions. The inclusion of FE colleges and their geographical dispersal distinguishes it from most mainstream institutions. The UHI was heralded by its advocates as a distinctively radical enterprise designed to meet the fast-moving challenges of the twenty-first century by embracing new technologies and overcoming geographical barriers. After attaining Higher Education (HE) status in 2001, the policy goal of fostering a research culture emerged as a prominent concern for the UHI. This study explores the policy drive to foster such a research culture, focusing on the period from 2003 to 2008. The study was informed by a constructivist grounded theory methodological approach and the data gathering included twenty-six semi-structured interviews to ascertain how this policy drive was received within the UHI partners. The study found that a unified research culture was not perceived to have embedded throughout the partners, with the exception of one or two research institutions where it can be said to have pre-existed. Against this backdrop, the study identified emerging discourses encapsulating how the policy drive was perceived by a wide spectrum of different actors throughout the UHI. Two different types of performativity discourses proved to be central in shaping the policy aspiration, namely a ‘RAE performativity discourse’ and a ‘Further Education (FE) performativity discourse’. Both discourses can be seen to have influenced the trajectory of research expansionist policy within the UHI by setting up a normative space privileging certain identities, subjectivities and associated actions at the expense of others. In highlighting both the structural and socio-cultural barriers to the policy of promoting research, the study aims to contribute to wider debates on institutional policies for building research capacity in a dual sector/hybrid institutional setting. In terms of offering direct benefits to the UHI, by analysing the different sort of assumptions and realities that shape the meaning of a research culture within the UHI, this study may help inform future policy making on research expansion within UHI partners. The study concludes by making a number of practical recommendations which the author believes will help move research from the periphery to a more central stage within the UHI partners.

La présente thèse s’intéresse aux pratiques orthographiques des personnes en difficulté à l’écrit et en particulier des adultes illettrés. L’illettrisme qualifie les personnes de plus de 16 ans qui, après avoir été scolarisées en France, n’ont pas acquis une maitrise suffisante de la lecture, de l’écriture et du calcul, ce que l’on appelle, dans le champ de la formation pour adultes, les compétences de base. Cette étude vise à mieux connaître l’hétérogénéité de la population illettrée et à identifier plus particulièrement les compétences et les difficultés en orthographe qu’on y observe. Elle propose ainsi une description et une analyse linguistique des pratiques orthographiques des adultes en difficultés à l’écrit, et montre que pour l’essentiel, ils savent faire des choses à l’écrit, y compris du point de vue orthographique. Cette étude cherche également à mieux connaître les dispositifs institutionnels de la formation aux compétences de base des adultes illettrés, en particulier en Haute-Normandie. L’ensemble des analyses vise à dégager des pistes de réflexion didactiques, fût-ce brièvement, et à donner des outils concrets afin de « lire autrement » qu’en termes normatifs, les pratiques orthographiques qui s’écartent de la norme. / The following thesis tackles the subject of orthographic practices among persons struggling to write and more especially the illiterate adults. Illiteracy concerns 16-year-olds and over who, after attending school in France, have not yet mastered reading, writing, using calculus, and did not acquire basic competencies, as it is qualified in the adult training field. This study aims to find out more about the heterogeneity of this illiterate population, and more particularly to identify the competencies and difficulties that are linked to spelling. This thesis offers a description and a linguistic analysis on orthographic practices with adults who are struggling with written language. It shows that for the majority, they can actually put things in writing, even from an orthographical outlook. Furthermore, it delves into the understanding of the institutional means in place to help training illiterate adults, especially in the region of Upper-Normandy (France). All the analyses have for objective to draw didactic food for thought and suggest tangible tools in order to « read differently » than with normative terms, the orthographical practices that divert from the norm.

Le réseau des Ateliers de Pédagogie Personnalisée (APP), qui fête ses 30 ans en 2015, est porteur d'une dynamique d'apprentissage collectif « informel ». Créé par des acteurs de l'orientation, de l'insertion et de la formation pour répondre au mal-être de jeunes en colère, ce dispositif de formation s'est progressivement disséminé sur le territoire national. Ancrée sur l'expression des acteurs APP de Haute-Normandie, cette recherche inductive apporte un nouveau regard sur ce réseau professionnel. Nous avons mis en lumière un lien entre la forme du collectif APP et le rôle de l'imaginaire partagé, dit « esprit APP ». Ce lien tiendrait à l'existence d'un processus d'apprentissage informel constitué d'une part d'un compagnonnage entre pairs et d'autre part d'une « autoformation sociale existentielle » du collectif. Nous avons vu s'organiser l'idée de « communauté professionnelle » informelle APP dans laquelle se développerait un « rhizome », configuration souterraine d'« espaces d'intimité sociale» comme lieux d'apprentissage. Elle serait dotée d'une histoire, de valeurs, d'une identité collective, d'une professionnalité spécifique liée à des « pratiques » professionnelles. La pérennité du réseau pourrait ainsi s'expliquer par cette forme spécifique d'apprentissage. / The « Ateliers de Pédagogie Personnalisée » or APP network, celebrating its 30th anniversary in 2015, provides an « informal » dynamic of collective training. That training framework, founded by stakeholders in lifelong guidance, professional insertion and training, to answer to the malaise of the angry youth, has been gradually extended to the national territory. Fed from self-expression among stakeholders in the APP network of Upper Normandy, this inductive research brings a new perception of this professional group.We have highlighted a connection between the form of the APP collective and the role of the shared vision, called « APP spirit ». The reason of this connection would be an informal learning process, with on one side a buddy system ; on the other side « autoformation sociale existentielle » of the collective. We have seen how the idea emerges of an informal « professional community » APP in which a rhizome would develop, i.e. an underground configuration of « social privacy spaces » seen as local learning places. This community » would be a group with a cultural history, core values, a collective identity and a specific professional nature due to its professional « practices ». The sustainability of the APP network could be mainly linked to this specific form of learning.

Der Bereich des Controllings betrieblicher Qualifikation und Bildung stellt die Controller vor erhebliche, z.T. unlösbare Probleme: Fast alles, was die Steuerung betrieblichen Lernens anbetrifft, bezieht sich auf nur schwer meßbare latente Größen. In diesem Beitrag soll die methodologische Problematik in einem zentralen Bereich der Steuerung von Maßnahmen betrieblichen Lernens angegangen werden: die Bedarfsanalyse. Zur rationalen Steuerung betrieblicher (Weiter-)Bildung ist die Ermittlung des tatsächlich vorhandenen Bildungsbedarfs unerläßlich. Nur so kann das Kriterium der Wirtschaftlichkeit von (Weiter-)Bildungsmaßnahmen erfüllt werden. Es wird dafür die Nutzung des Verfahrens der summierten Einschätzungen nach Rensis Likert (sogenannte Likert-Skalen) zur Lösung des zugrundeliegenden Meßproblems untersucht. Der Artikel liefert einen methodischen Beitrag zur Operationalisierung und Messung des Weiterbildungsbedarfs und skizziert Ansatzpunkte für weitere Forschung, um eine Anwendung in der betrieblichen Praxis zu ermöglichen.

Mit diesem Buch werden zum einen die Tagung der Kompetenzschulen an sächsischen Hochschulen, die am 30. Mai 2013 mit dem Thema „Nachhaltigkeit – Eine Leitidee in der Weiterbildung des wissenschaftlichen Nachwuchses“ an der TU Bergakademie Freiberg stattfand, und zum anderen die Projektergebnisse der sächsischen ESF-geförderten Kompetenzschulen dokumentiert. Die zentrale Diskussionsfrage lautet, in welcher Form eine nachhaltige Kompetenzentwicklung des wissenschaftlichen Nachwuchses an sächsischen Hochschulen erfolgen kann. Dabei wird der Begriff der nachhaltigen Kompetenzentwicklung unter zwei unterschiedlichen Gesichtspunkten erörtert: Wie können wichtige Schlüsselkompetenzen bei Promovierenden nachhaltig, im Sinne von beruflich zukünftig relevant und anwendbar entwickelt werden? Und wie können darüber hinaus Kompetenzen entwickelt werden, die zu einem ökologisch, ökonomisch bzw. sozial nachhaltigen Handeln anregen? Im Kontext dieser zwei Fragestellungen wird die Rolle der sächsischen Kompetenzschulen diskutiert, deren Ziel in einer über die fachliche Qualifizierung hinausgehenden Kompetenzentwicklung in den Bereichen arbeitsmarktrelevanter Schlüssel- und Führungskompetenzen liegt. Dazu geben sechs geförderte Kompetenzschulprojekte Einblick in ihre strukturellen Rahmenbedingungen, inhaltlichen Schwerpunktsetzungen sowie Best-Practice-Erfahrungen, welche jeweils eine nachhaltige Kompetenzentwicklung für die Promovierenden an der entsprechenden Hochschule fördern sollen. Des Weiteren berichten Doktorandinnen und Doktoranden über ihre Erfahrungen in Bezug auf ihre persönliche Weiterentwicklung und beurteilen die Angebote der Kompetenzschulen aus ihrer jeweils individuellen Perspektive. Eingebettet wird die Rolle der Kompetenzschulen dabei in die Diskussion der Fragestellung, welche Kompetenzen Promovierende benötigen, um „fit“ für die Zukunft zu sein. Dabei wird neben den zentralen Schlüsselqualifikationen auch die Bedeutung solcher Kompetenzen erörtert, die ein ökologisch, ökonomisch sowie sozial nachhaltiges Handeln ermöglichen. / This book summarizes the key outcomes of a conference on „Sustainability as a guiding principle in qualifying young scientists“. In May 2013 the conference was held at TU Bergakademie Freiberg as a joint event of all Competence Schools in Saxony. It also documents the overall project results achieved within these six Saxon Competence Schools, which are funded by the European Social Fund. The central question being discussed is how young scientists’ skills can be developed sustainably at Saxon universities. The term “sustainable competency development” is used to refer to two different aspects: (1) How can key competencies that are important for young scientists be developed in a sustainable manner? Sustainable is here understood as relevant and practically-oriented with regard to young scientists’ future professional life and career. And (2) how can young scientists be enabled to act ecologically, economically as well as socially sustainable? Referring to these two questions the role of Saxon Competence Schools is being discussed which aim at qualifying young scientists in skills that are particularly relevant for the labour market – key and leadership competencies – apart from their expert qualification. For this purpose six funded Competence Schools deliver insights into their structural conditions and their main focusses as well as their best-practice experiences that are meant to enable a sustainable competency development for young scientists at their universities. Furthermore doctoral candidates report on their experiences regarding their personal development and evaluate the competence schools’ offers based on their individual perspective. The role of Competence Schools is additionally discussed concerning the question, which skills young scientists need in order to be well-prepared for future challenges. This question not only focuses on key competencies, but also on the importance of those competencies that enable young scientists to act in an ecologically, economically as well as socially sustainable way.

Digitalisierung ist ein aktuelles Thema in der Schule und der Ausbildung von Lehrerinnen und Lehrern. Dementsprechend zahlreich sind die Modelle von Medienwissenschaftlern, der Kultusministerkonferenz des Bundes, Hochschulen und deutschen, europäischen bzw. internationalen Vereinigungen, welche der Ausbildung zugrunde liegen. Die Arbeit untersucht die zur Anwendung der Methode der Didaktischen Rekonstruktion für die didaktische Strukturierung des Unterrichts zur Digitalisierung notwendigen Grundlagen, wie einerseits Vorstellungen von Lehramtsstudierenden und andererseits die fachliche Klärung sowie die Klärung gesellschaftlicher Ansprüche an die Fächer, welche Digitalisierung vermitteln bzw. diese zur Vermittlung der Fachinhalte verwenden. Zur inhaltlichen Aufbereitung des Begriffes der Digitalisierung wird der Mehrperspektivische Ansatz der Technikdidaktik verwendet.:1 Einleitung 2 Stand der Forschung zu Lehrkräftevorstellungen 3 Digitalisierung – Inhalt und Ansprüche an die Lehrkräftebildung 4 Forschungsdesign zu Vorstellungen von Digitalisierung bei Lehramtsstudierenden 5 Ergebnisse der Untersuchung 6 Schlussfolgerungen und Ausblick 7 Anhang 8 Ergänzende Themen aus Randgebieten der Digitalisierung 9 Abbildungsverzeichnis 10 Tabellenverzeichnis 11 Literaturverzeichnis

There has been an increasing amount of interest shown in vocational education and apprenticeships in the early twenty-first century by successive governments and other parties connected with occupational training. However, the English further education sector has been described as ‘chronically under-researched’ (James and Biesta, 2007: 7), particularly in regard to narrative accounts of college education and pedagogy (Richardson, 2007) and there has been very little empirical research on pathways into the plumbing profession. This study explored teachers’ and students’ perceptions and experiences of both full-time college courses and apprenticeships in plumbing in order to deepen understanding of these particular types of vocational preparation. It also endeavoured to investigate whether the two different routes into plumbing appeared fit for purpose. Within an interpretive framework, data were collected using two main research methods. Ethnographic snapshot observations were recorded during lessons in three further education colleges and at the workplaces of five plumbing students and formal 1:1 semi-structured interviews were conducted with 15 tutors and 14 students. The data were thematically analysed. From the many issues relating to the opportunities offered and the challenges posed by the different pathways into plumbing that this study identified, three key findings emerged. First, there was strong evidence of a dislocation between theory and practical learning, both within the college setting for full-time students and between the workplace and college settings for apprenticed learners. This had implications for both the quality of learning and the learners’ levels of motivation. Second, the study revealed the importance of supervised work experience that was centred on long-term acquisition of knowledge and relationship development for apprentices with support from their college tutors and co-workers. Finally, the findings showed the importance of authentic assessment. It was found that simulations in college could not adequately replicate the experience of doing the job in the real world. Given the inherent risks and problems regularly encountered in the plumbing profession, this signalled significant health and safety implications.