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.

This thesis examines the relationship between professional practice and professional training of Christian ministers in post-Communist Central Asia. It responds to the call for study of the phenomenon of Protestant theological education in the post-Soviet bloc. Theological education in Central Asia has been developed without any research-led evaluation and is often found unsatisfactory by the emerging church, which calls for a more relevant, field-driven and contextualised training of its leaders. This study also responds to the gap in the literature on attitude development of ministerial students. This is a qualitative inquiry. Its primary emphasis is on in-depth semi-structured interviews of forty graduates of four major theological colleges in Kyrgyzstan and Kazakhstan, who had spent several years in pastoral ministry after graduation. This research seeks to identify the most common problems they face in professional practice; to identify the attitudes and capabilities underlying their problem-solving processes; and to analyse how their training enabled or failed to enable them to develop those qualities. This thesis argues that theological education can be viewed as a special case of professional training, with a unique cluster of spiritual qualities that are of paramount importance for the success of ministers. It also argues that, despite the graduates’ generally positive appraisal of their training, there was little connection between the training and the capabilities that the graduates needed to succeed in their current practice. It therefore argues that the institutions in Central Asia have inherited the flaws of the "schooling" paradigm of theological education. A more integrated, context-specific and missional model is needed. By developing a model for investigating the practical knowledge of ministers, this study attempts to provide the training institutions in question with a framework of capabilities and attitudes. This will allow those institutions to have a useful starting point in the reformulation of their curricula.

This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on analytical strategies derived from grounded theory, two phases of interviews – the first with ten experts and the second with 62 VET practitioners at 20 colleges – were conducted in England, Germany, and Austria, with a focus on full-time VET (Further Education Colleges, Berufskollegs, and Berufsbildende Mittlere und Höhere Schulen) in the 16-19 age range. Classroom observation preceded semi-structured, 30 to 60 minute interviews with teachers. The study builds on previous research and existing frameworks such as Lipsky’s concept of ‘street-level bureaucracy’ and Flyvbjerg’s ‘critical cases’. However, it fills a gap in the literature by focusing on practitioner perceptions, motivations, professionalism, autonomy, work contexts, and own learning in relation to pedagogic innovation, whilst tracing relevant connections to educational policy, college management, and societal influences. Teachers are shown in multiple roles as inventors, designers, and implementers of innovation, facing nine categories of obstacles. Those include limited time and budgets, bureaucracy and lack of autonomy, problems with project planning and execution, and issues related to lack of support. In addition, this study provides a comparative investigation of practitioners’ interpretations of key terms (‘pedagogy’, ‘didactics’, ‘innovation’), revealing differences between England on the one hand, and Germany and Austria on the other, based on different degrees of autonomy and innovative focus. Based on such findings, the study details recommendations for college leaders and policy makers for facilitating pedagogic innovation, placing each in their respective national contexts.

Varieties of Capitalism theory predicts that the skill specificity of workers determines their demand for social protection. In this thesis, I test this assumption using a measure of occupational mobility between pre- and post-unemployment, which I apply to European workers in different skill groups as defined by Fleckenstein et al., (2011). Using this measure as an indicator of the portability of workers' skills, I then evaluate whether the lower marketability of human capital investments is associated with greater demand for unemployment protection. The findings demonstrate that whilst this relationship is apparent in certain countries, notably Coordinated Market Economies such as Germany, the assumptions do not apply across institutional settings. Consequently, skill specificity cannot explain variation in attitudes towards unemployment protection policies between countries.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-03T12:32:33Z No. of bitstreams: 1 Allan de Andrade Linhares.pdf: 2771738 bytes, checksum: 514bb7f51bebc8c5d4ecfb502d9e071c (MD5) / Made available in DSpace on 2017-10-03T12:32:33Z (GMT). No. of bitstreams: 1 Allan de Andrade Linhares.pdf: 2771738 bytes, checksum: 514bb7f51bebc8c5d4ecfb502d9e071c (MD5) Previous issue date: 2017-09-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The object of study of this research are the formative processes of the reading instructor-learner of EJA (Brazilian youth and adult education program) revealed from their oral narratives of life and formation, motivated by the following guiding questions: How does the reading teaching happens in the perspective of the discourses produced through the reports of life and the formation of EJA instructor-learners of municipal public schools in Parnaíba-PI? What conceptions and practices of reading, language and teaching do emerge from the discourses present in these narratives? What are the conceptions of reading and the practices adopted by teachers in the proposed guidelines for the study of texts? In order to answer the guiding questions, the following objectives were delineated: Main Objective: To investigate the conceptions and practices of reading, discursively constructed, in the reports of life and formation of the instructor-learner to develop the teaching of reading. Specific: 1) To analyze and characterize, from the observations of classes, the conceptions and strategies of reading adopted by the instructor-learner in the directions for the study of texts; 2) Reflect about discourses produced in the narratives of life and formation, verifying what they interpret about the conceptions and strategies of reading adopted in the daily life of reading orientations; 3) To verify the relationship between the discourses, theoretically constructed by the instructor-learner about their stories of life and reading, and the discourses constructed in the classroom practice; 4) To identify how the story of life and formation influenced the history of reading and teaching of reading performed by the instructor-learners researched; 5) Propose, from the assumptions of Linguistic Education, reflections on more productive referrals to work with some textual genres during pedagogical workshops. A narrative research was developed, with qualitative approach, dialoguing with authors such as Ferrarotti (1988), Clandinin and Connelly (2011), Suárez (2008), Josso (2004, 2010), among others. These authors suggest that the narrative centered on the formative pathways makes it possible to enhance the formative character of this process. For the accomplishment of the research, three instructor-learners of schools of 4º cycle of EJA from Parnaíba-PI collaborated. In order to achieve the objectives sought in the research we made classes observations of the participants during three months. Subsequently, we proceeded to the production of oral narratives in order to provide an unveiling of the occult of their discourse, how was constituted their history of life, reading and formation. The data produced from these first two stages of the research were analyzed in the light of the theoretical reference of the formative experiences and the narratives, besides the framework of the Linguistic Education. The narratives revealed that there is a close relation between the discourses produced for the teaching of reading and the experiences of family contexts, schooling and formation. The third stage of the research consisted of three pedagogical workshops (CANDAU, 1995), active methodology modality (PALMA, 2016; BERBEL, 2011), carried out during the interactive meetings. At the end of the workshops, which involved exchanges of experiences and theoretical studies, which were previously available, it was possible to realize, in the speeches produced by the instructor-learners, the theoretical-methodological collaboration brought by the pedagogical resource / O objeto de estudo desta pesquisa são os processos formativos do aprendente-ensinante de leitura da EJA revelados a partir de suas narrativas orais de vida e de formação, motivada pelas seguintes questões-norteadoras: Como se dá o ensino de leitura na perspectiva dos discursos produzidos por meio dos relatos de vida e de formação de ensinantes-aprendentes de EJA de escolas públicas municipais de Parnaíba-PI? Que concepções e práticas de leitura, de linguagem e de ensino emergem dos discursos presentes nessas narrativas? Quais são as concepções de leitura e as práticas adotadas pelos professores nos encaminhamentos propostos para o estudo dos textos? Para responder às questões norteadoras, foram traçados os seguintes objetivos: Geral: Investigar as concepções e práticas de leitura, discursivamente construídas, nos relatos de vida e de formação do ensinante-aprendente para desenvolver o ensino de leitura. Específicos: 1) Analisar e caracterizar, a partir das observações das aulas, as concepções e estratégias de leitura adotadas pelo aprendente-ensinante nos encaminhamentos para o estudo dos textos; 2) Refletir sobre os discursos produzidos nas narrativas de vida e de formação, verificando os que eles traduzem sobre as concepções e estratégias de leitura adotadas no cotidiano de orientações leitoras; 3) Averiguar a relação entre os discursos, teoricamente construídos pelos ensinantes-aprendentes sobre suas histórias de vida e de leitura, e os discursos construídos na prática em sala de aula; 4) Identificar como a história de vida e a de formação influenciam a história de leitura e ensino de leitura realizadas pelos ensinantes-aprendentes pesquisados; 5) Propor, a partir dos pressupostos da Educação Linguística, reflexões sobre encaminhamentos mais produtivos para o trabalho com alguns gêneros textuais durante as oficinas pedagógicas. Foi realizada uma pesquisa narrativa, com abordagem qualitativa, dialogando com autores como Ferrarotti (1988), Clandinin e Connelly (2011), Suárez (2008), Josso (2004, 2010), entre outros. Esses autores defendem que a narrativa centrada nos percursos formativos possibilita potencializar o caráter formador deste processo. Para a realização da pesquisa, colaboraram três ensinantes-aprendentes de escolas de 4º ciclo de EJA do município de Parnaíba-PI. Para alcançar os objetivos pretendidos na pesquisa, foram realizadas observações das aulas das participantes por três meses. Posteriormente, procedemos à produção das narrativas orais a fim de prover um desvelamento do oculto do discurso delas, como foi constituída a sua história de vida, a de leitura e a de formação. Os dados produzidos a partir dessas duas primeiras etapas da pesquisa foram analisados à luz do referencial teórico das experiências formadoras e das narrativas, além do arcabouço da Educação Linguística. As narrativas revelaram que há estreita relação entre os discursos produzidos para o ensino de leitura realizado e as experiências advindas dos contextos familiares, de escolarização e de formação. A terceira etapa da pesquisa consistiu na realização de três oficinas pedagógicas (CANDAU, 1995), modalidade de metodologia ativa (PALMA, 2016; BERBEL, 2011), realizadas durante os encontros interativos. Ao final das oficinas, que envolviam trocas de experiências e estudos teóricos, os quais foram previamente disponibilizados, foi possível perceber, nos discursos produzidos pelos ensinantes-aprendentes, a colaboração teórico-metodológica trazida pelo recurso pedagógico

Dans le contexte social actuel, l’identification et la compréhension de la représentation que les intervenants ont des soins palliatifs constituent l’un des points d’ancrage de l’agir professionnel, de la formation et des modifications de structures de soins. Le but de cette étude était de décrire et de comprendre la représentation qu’un groupe d’intervenants travaillant en CLSC a des soins palliatifs, puis de proposer des interventions éducatives et organisationnelles susceptibles de favoriser une plus forte adhésion à la philosophie qui sous-tend ce type particulier de soins. Des entretiens semi dirigés et une analyse de contenu ont révélé un univers de représentations à la fois similaires et différents dans chaque sous-groupe. On constate que chaque thème exploré peut prendre des sens divers. On peut dire que la représentation des soins palliatifs chez le groupe de professionnels de CLSC ayant participé à la présente étude constitue un ensemble de savoirs à portée pratique très élevée faisant intervenir en grande majorité des savoirs de sens commun. Un point se révèle crucial : celui de la formation dans l’appropriation de la philosophie des soins palliatifs qui devrait être à la base de cette pratique; une formation qui doit prendre en compte les multiples composantes non scientifiques et les ambiguïtés du travail quotidien en soins palliatifs comme faisant partie intégrante des dynamiques du processus d’appropriation de la philosophie des soins palliatifs. / In the present social context, the identification and the comprehension of palliative care workers representations is at the base of their professional education and behaviours as well as of the many changes occurring in health care institutions. The aim of the present research is to describe and better comprehend the representations of a group of health care professionals working in a continuum of palliative care services in the Quebec health care and social services network. It is also to propose educational and organizational interventions in order to bring workers closer to the palliative care philosophy. Semi directed interviews and a content analysis revealed a large variety of representations that were both similar and different in each group as well as in the different groups. Many different meanings were given to each theme explored. The health care workers palliative care representations contain a variety of highly practical knowings and knowledges that bring together a vast majority of common sense meanings. One point is crucial: palliative care philosophy education should be at the base of palliative care interventions. The education content should take into account the multiple non scientific and ambiguous components of daily work in a palliative care settings since they are part of the process conducting to the appropriation of the palliative care philosophy.

Orientador: Jocimar Daolio / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-21T21:40:24Z (GMT). No. of bitstreams: 2 RodriguesJunior_JoseCarlos_D.pdf: 3608515 bytes, checksum: 91f17d249f39cb2b9be163736976acfc (MD5) RodriguesJunior_JoseCarlos_D_ANEXO.zip: 5560414 bytes, checksum: 6ce8a1957fea18c55d12ba8c277db779 (MD5) Previous issue date: 2012 / Resumo: O objetivo da pesquisa foi traçar a trajetória biográfica percorrida por seis professores de Educação Física ao longo da vida para compreender os processos de formação docente e o itinerário de constituição de seus respectivos saberes. Para isso, a pesquisa buscou alcançar os elementos biográficos que tornaram os sujeitos professores e, em seguida, reconstruir o fluxo de constituição dos saberes. A primeira fase da pesquisa, desenvolvida a partir de um conjunto de entrevistas, deu-se com a solicitação de lembranças acerca de diferentes etapas da vida (Educação Familiar, Educação Básica, Formação Acadêmica e Experiências Profissionais). Na segunda fase os professores foram convidados a realizar análise compreensivo-reflexiva (reflexão autobiográfica) do material relatado, que objetivou a análise sobre a existência ou não de aspectos do que foi relatado que ainda influenciasse ou que já tivesse influenciado na formação e atuação profissional. Participou deste estudo um professor com três anos de docência; outro com quatro anos; outro com dezesseis anos; outro professor com vinte e um anos e dois professores com trinta anos de profissão. Os professores, ao longo do exercício de reflexão autobiográfica, apontaram a prática profissional como principal etapa biográfica responsável pela aprendizagem da docência. Contudo, o desenvolvimento da reflexão autobiográfica possibilitou a transformação da compreensão inicial de que a prática pedagógica seria aprendida com o decorrer da carreira, e que o processo de constituição docente e de construção dos saberes necessários à prática educativa teve início antes do ingresso no curso de graduação, ao longo da Educação Familiar e Educação Básica, principalmente nas aulas de Educação Física dos Ensinos Fundamental e Médio, que contou com o esporte como conteúdo hegemônico. Ficou demonstrado que a carreira profissional é um processo formativo que proporcionou importantes transformações nas compreensões dos professores, possibilitando, principalmente aos professores com maior tempo de carreira, transformações em seus saberes docentes. Contudo foi possível acessar que etapas anteriores de vida, e a própria formação profissional desencadeada na graduação, também ofereceram elementos de referências à prática pedagógica dos professores. Para os professores com menor tempo de carreira, a graduação demonstrou ter sido um período de formação que ofereceu modelos de referências que proporcionaram rupturas com modelos construídos ao longo da Educação Básica. Em relação aos professores com maior tempo de carreira, a prática pedagógica, principalmente depois de acumulados aproximadamente dez anos de atuação profissional gerou transformações significativas nos saberes sobre conteúdos, objetivos, metodologias de ensino e avaliação constituídos nos períodos da Educação Básica e reproduzidos no Ensino Superior. Diversos elementos biográficos desde a Educação Familiar, passando pelas experiências com diferentes manifestações corporais da Cultura de Movimento dentro e fora da escola, o processo educativo formal escolar e a graduação foram evidenciados e reconhecidos pelos professores como influenciadores de aprendizagens que intencionalmente ou ocasionalmente viriam à baila durante as ações didático-pedagógicas. O caminho metodológico adotado na pesquisa proporcionou aos professores a compreensão da complexidade do processo de transformação do sujeito em docente de Educação Física e a dinâmica de constituição e ressignificação dos saberes ao longo de toda a trajetória de vida / Abstract: Outlining the bibliographical trajectories and life paths of six Physical Education professors throughout their career and life was the main objective of our research in order to understand the processes of teacher education and the route of setting up their knowledge. In order to do this, the research sought to achieve the bibliographic elements which make the subject teachers and then reconstruct the flow of acquisition of knowledge. The first phase of research, which was developed from an individual set of interviews with each one of our participants, occurred as memories related to different stages of life (Family Education, Elementary through High School Education, Academic Background and Professional Experiences). On the second stage, the same educators were suggested to perform reflexive and understandable analysis (autobiographical reflection) of the data collected on their life account, which had the objective to determine the analysis of whether the existence of aspects in the account were still, or had been, in any other moment, a driving force of influence up to date in their studies background and their professional practices. The participants were: a three year old, a four year, a sixteen year, a twenty year and two thirty year old experienced career professors (6 - total). Throughout the self-biographical exercise, the professors pointed out professional everyday practice as the main biographical stage responsible for the acquisition and mastering of their professional qualifications. However, as the autobiographical reflection process was being carried out, transformation of the initial understanding, that educational practice alone would be learned along the career and as it matured, changed, and that the teaching constitution process of knowledge needed for educational practice had begun before undergraduate school enrollment. Family Education and Basic School played a big part, especially PE (Physical Education) classes in both Elementary School and High School, which included sports as a homogeneous content. It was demonstrated that professional career is a formative process which provided important transformation in our educators' understanding, enabling, especially to those of a longer career, transformation in their academic and teaching knowledge. Nevertheless, it was possible to assess that previous stages of life, and vocational training triggered at undergraduate level, also offered referential elements to educator's teaching practice. For those in the study with shorter careers, undergraduate studies was understood as a formational period which offered referential models and provided a long term Elementary and High School Educational model rupture. When focusing on our more experienced professors, Educational practice and Teaching abilities, especially after ten years in the professional field, produced significant transformation in knowledge related to content, objectives, teaching approach and evaluation acquired in Basic Education and moreover reproduced in Higher Education level. A number of diverse biographical elements, ranging from Family Education, moving on to a variety of experiences on different corporal manifestations related to Movement Culture in both school and out of school environment, formal educational process and academic undergraduate studies were observed and detected by our teachers as influential factors in learning experience which intentionally or occasionally would come to play during educational-didactical action. The methodology adopted in the survey provided the teachers the understanding of the complexity of the transformation process of the subject into a Physical Education teacher and the dynamic creation and resignification of the knowledge throughout the whole life course / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

No description available.

Cette thèse doctorale étudie la pratique des « artistes-développeurs » œuvrant dans le développement de jeux vidéo en industrie. Elle propose d’aborder cette pratique comme un phénomène complexe, au carrefour du développement de jeu vidéo, de l’agir professionnel et de la pensée des designers. Le développement de jeu vidéo se caractérise par le travail créatif, collaboratif et interdisciplinaire entre design, art, programmation et gestion. En raison de la complexification et de la rationalisation des produits et des processus vidéoludiques depuis les années 1990, des exigences considérables sont apparues pour les artistes, en termes d’adaptation, de spécialisation, de créativité et de productivité. Au cours de la phase de préproduction, des artistes expérimentés collaborent en équipe multidisciplinaire et contribuent à la conception et au prototypage des premières versions fonctionnelles des jeux. Alors que les industries canadienne et québécoise du jeu vidéo se sont rapidement développées au cours des vingt-cinq dernières années, les connaissances sur la pratique des artistes-développeurs demeurent limitées, en dehors de nous informer de l’expertise technique. Les studios développeurs exigent des besoins constants en main-d’œuvre compétente et en alignement des formations ; ils recherchent des compétences particulières (par ex. collaboratives, transversales, polyvalence), tel que constaté chez les petits et moyens studios émergents québécois. En tant qu’enseignant, artiste et chercheur, nous avons voulu développer une compréhension fine et contextuelle dans le but d’informer et guider la formation universitaire des futures artistes et la pratique en industrie. Des explorations pré-terrain au moyen d’entretiens et d’observations auprès d’artistes séniors ont servi à construire la problématique de l’étude, en fournissant une première compréhension de la pratique des artistes-développeurs. Notamment, cette pratique implique des activités individuelles et collaboratives de conception, ainsi que des habiletés réflexives intrinsèques. Ceci a conduit à apparenter leur pratique à celle du designer au sens large. Les va-et-vient entre les premières explorations et la littérature ont enrichi le questionnement pour l’étude jusqu’à conduire à un premier objectif : explorer la pratique réflexive « designlike » des artistes-développeurs expérimentés, durant la phase de préproduction et dans les petits et moyens studios québécois. Un second objectif vise à concevoir un modèle de pratique permettant de saisir la pratique professionnelle compétente des artistes-développeurs. Sur le plan théorique, l’étude se réfère aux théories constructivistes et pragmatistes de l’agir professionnel de la pensée des designers. Le cadre théorique permet d’élaborer une construction théorique avec laquelle il devient possible d’étudier un ensemble de dimensions structurant la démarche réflexive de design, à travers des cas situés et incarnés de pratique. Sur le plan méthodologique, l’enquête qualitative inspirée de l’ethnographie et du « shadowing » explore à travers trois cas de pratique (chaque cas = un artiste dans un petit studio). L’analyse interprétative vise à construire des catégories et à identifier des patterns réplicables d’un cas à l’autre. Chaque cas est analysé et interprété individuellement ; une synthèse transversale des trois cas permet de décrire un modèle provisoire de pratique, lequel est validé auprès des trois participants en entretien individuel. Nous proposons un modèle transférable et enseignable de pratique professionnelle compétent de l’artiste-développeur, en termes de situations et de compétences. Nous soulevons les besoins d’accompagner les artistes à mieux conceptualiser et expliciter leur pratique. Nous montrons comment la préproduction de jeu vidéo constitue un vecteur d’activités collaboratives de design et de prototypage. Nous concluons en proposant des recommandations à la formation des futurs artistes-développeurs, en revenant sur la démarche méthodologique utilisée et en proposant des pistes de recherches futures. / This doctoral thesis studies the practice of “artist-developers” working in video game development. It proposes to examine this practice as a complex phenomenon, at the intersection of video game development, professional practice and design thinking. Video game development is characterized by creative, collaborative and interdisciplinary work between design, art, programming and management. Due to the increasing complexity and rationalization of video game products and processes since the 1990s, considerable demands have been placed on artists in terms of adaptation, specialization, creativity and productivity. During the preproduction phase, experienced artists collaborate in multidisciplinary teams and contribute to the design and prototyping of the early functional versions of games. While the Canadian and Quebec video game industries have grown rapidly over the past twenty-five years, knowledge about the artist-developers’ practice remains limited, except in terms of technical expertise. Development studios have a constant need for qualified practitioners and well-adapted training; they are looking for specific skills (e.g. collaborative, cross-disciplinary, versatility), as seen in small and medium-sized emerging studios in Quebec. As a teacher, artist and researcher, we wanted to develop a fine-grained and contextual understanding in order to inform and guide the academic training of future artists and industry practice. Pre-field investigations based on interviews and observations with senior artists served to frame the study, providing an initial understanding of artist-developers’ practice. This was built on individual and collaborative design activities as well as intrinsic reflective skills. Through the pre-field study we have noticed some similarities between artists’ and designers’ practices. The back and forth between the first explorations and the literature enriched the questioning so to lead to a first objective: to explore the “designlike” reflective practice of experienced artist-developers, in the preproduction phase and in small and medium-sized Quebec studios. A second objective is to develop a model of practice to capture the competent professional practice of artist-developers. The theoretical approach refers to constructivist and pragmatist theories of professional practice and of design thinking. The theoretical framework allows to elaborate a theoretical construction with which we can study a set of dimensions that structures the reflective process of design, through which we can study situated and embodied cases of practice. The methodological approach draws on qualitative research and refers to ethnography and shadowing to explore through three cases of practice (each case = an artist in a small studio). Interpretive analysis is used to construct categories and identify patterns that can be replicated across cases. Each case is analyzed and interpreted individually; a cross-case synthesis is used to describe a provisional model of practice, which is then validated by the three participants during an individual interview. Based on the findings, the study proposes a transferable and teachable model of professional practice of the artist-developer, in terms of situations and skills. In addition, we raise the need to support artists in conceptualizing and making explicit their practice. We also show how the preproduction of video games can be considered as a vector for collaborative design and prototyping activities. In our conclusions, we make several recommendations for the pedagogical training of future artist-developers. We discuss the theoretical and methodological approaches used and suggest various avenues for future research.

Ce texte donne une compilation brève des traits fondamentaux du système d'éducation vocationnelle dans les pays germanophones. Tandis que d'autres essais de ce genre se limitent généralment dans la description des structures organisationnelles, ceci tente une phénomènologie essentielle de ce système bien particulier tout en considérant son historique et son présent.