Due to changes in UK and Scottish policy and NHS directives, there have been many changes and improvements in the way information is provided to patients affected by cancer and their families over the last decade. The information provided should be accurate, detailed and tailored to the individual’s needs across the whole of their cancer trajectory. People affected by laryngeal cancer could be classed as a “Cinderella” group as there is a lack of research with this group of patients and their families, in comparison to other types of cancer, even though the impact of treatment can have a profound and debilitating effect on the individual and their family’s quality of life. How this group of patients and their families use and source information to help them make sense of their experiences across their trajectory is unknown, therefore this study explored the role of information based on the experiences of people affected by laryngeal cancer across their cancer trajectory. The study adopted an interpretive prospective longitudinal approach, using two in-depth qualitative interviews with twenty patients and eighteen carers from across the main treatment pathways associated with this type of cancer. The data were analysed using Framework Analysis and influenced by Dingwall’s Illness Action Model. Four broad thematic headings were developed to explain the role of information: “Search for Normality”, “Illusion of Certainty”, “Reality of Uncertainty” and “Culture of Caring”. Relationships were identified between these headings at four key stages across the cancer trajectory. The ii broad theme “Search for Normality” overarched the whole of the cancer trajectory explaining how information was sourced and used to help this group understand their experience of symptoms. The main findings from the study show that two broad categories of information are used: information from health professionals and experiential information from one’s own and others’ experiential knowledge of health and illness. Both categories of information are sourced and used in different ways at different stages over the course of the trajectory and become inextricably linked over time. The study shows that information is not an entity that can be studied on its own but needs to be studied and explained in the ways it is situated, used and experienced within the context of the complex needs and experiences of this group of patients and their families. This study is the first longitudinal study to provide an explanation of the role of information with people affected by laryngeal cancer across their cancer trajectory. The findings show how the different types of information used from the various sources influence how people affected by laryngeal cancer perceive and understand their diagnosis, treatment and the outcome of treatment. The study findings suggest that health professionals need to situate information in the context of the individual’s understanding and prior knowledge of health and illness to ensure that it does not set unrealistic expectations, with a clear need for continuity and supportive care identified in the post-treatment and follow-up phases.

O estágio supervisionado na formação inicial de professores é o momento no qual os licenciandos são inseridos, como professor, em seu ambiente profissional. Para se compreender o lugar do estágio na formação docente é necessário investigar como os saberes docentes dos licenciandos são elaborados durante essa formação. A pesquisa aqui apresentada possui como tema central a produção de saberes docentes por licenciandos em física durante o estágio supervisionado investigativo em sua formação inicial. Um estágio que envolve uma dimensão de ensino, caracterizada pelas atividades de regência dos licenciandos, e uma dimensão pesquisa, que envolve os licenciandos em um processo de pesquisa sobre a sua própria prática. Utilizamos a conceituação de saber como constructo de pesquisa e a centralidade dos saberes experienciais na prática profissional docente, tal como propostos por Tardif (2008), a fim de compreendermos a elaboração e a validação de saberes docentes pelos licenciandos durante o estágio supervisionado investigativo. Utilizamos também o Conhecimento Pedagógico do Conteúdo (PCK), como esquema teórico de análise com o intuito de caracterizar as interações existentes entre os saberes docentes relacionados às atividades de regência desenvolvidas pelos licenciandos. O pesquisador, como supervisor de estágio, orientou, durante um semestre, dois licenciandos de uma universidade pública de São Paulo no desenvolvimento de seus estágios. A análise dos dados envolveu dois recortes: um primeiro longitudinal, a partir das gravações das reuniões de supervisão entre os licenciandos e o pesquisador, além de uma apresentação final de estágio e uma entrevista final individual, que propiciou uma linha cronológica da elaboração e validação dos saberes docentes conforme o desenvolvimento do estágio supervisionado investigativo; e um segundo recorte transversal, com base em cinco unidades temáticas de análise, originárias da primeira etapa de análise, que nos permitiu esmiuçar a elaboração e validação dos saberes docentes desenvolvidos pelos licenciandos durante o estágio supervisionado investigativo. A partir desses dois recortes analisados de forma mais descritiva, foi possível delinear um melhor entendimento da relação teoria e prática e da centralidade dos saberes experienciais no decorrer do estágio supervisionado investigativo. A percepção da centralidade dos saberes experienciais e do movimento do PCK na atividade de regência dos licenciandos no desenvolvimento do estágio supervisionado investigativo nos possibilitaram refletir sobre a formação inicial de professores e propor redirecionamentos que podem contribuir para uma formação teórico-prática mais efetiva. / The supervised practicum in initial teacher education is the moment in which the pre-service teachers are inserted, as a teacher, into their professional environment. To understand the place of internship in teacher education is necessary to investigate how the teachers knowledge pre-service teachers are prepared during the training. This research focus on the development of teachers knowledge by pre-service teachers during a investigate supervised practicum occurred in their initial teacher education. A investigate supervised practicum comprehends both the teaching dimension, the latter having as its main characteristic the teaching activities carried out by the pre-service teachers, and the research dimension, which takes into account a process whereby pre-service teachers examine their own pedagogical practices. The concept of knowing as a research construct and the centrality of experiential knowledge in teachers professional practice are considered, as proposed by Tardif (2008), so as to understand the development and validation of teachers knowledge by pre-service teachers throughout the investigate supervised practicum. Moreover, the so-called Pedagogical Content Knowledge (PCK) was also applied as a theoretical framework of analysis in order to describe the interactions prevailing in the teachers knowledge related to the practicum accomplished by the pre-service teachers. The researcher, as the practicum supervisor, guided and assisted two pre-service teachers of a public university of São Paulo over one semester in the development of their practicum. The analysis of the data involved two perspectives: firstly, a longitudinal one, which regarded the recorded supervision meetings between the pre-service teachers and the researcher, as well as a practicum final presentation, and an individual final interview, which provided a timeline of the of the development and validation of teachers knowledge as the supervised pre-service teachers practicum progressed; and secondly, a transversal perspective, based on five thematic units of analysis, originating in the first stage of analysis, which allowed us to look deeper the development and validation the teachers knowledge by pre-service teachers during the supervised practicum. From these two perspectives examined in more descriptive way, it was possible to devise a better understanding of the theory-practice relationship and the centrality of experiential knowledge in the accomplishment of the investigate supervised pre-service teachers practicum. The perception of the centrality of experiential knowledge and the movement of PCK in the teaching activities of pre-service teachers in the development of investigative supervised practium, allowed us to reflect on the initial teacher education and propose redirects that can contribute to a more effective theory-practice relationship.

Dans la littérature sur les dépendances, les auteurs mettent souvent l’accent sur les dimensions biologique, psychologique, sociologique, ou sur une combinaison de celles-ci, sans prendre en considération la perception des personnes dépendantes. De plus, il semblerait y avoir des divergences entre les différents modèles explicatifs qui peuvent être situés entre deux pôles principaux : dans le premier, la consommation prend source à partir de facteurs individuels; dans le second, ce sont les conditions sociales qui créent le terreau propice à l’usage de drogues. Cette dichotomie est incarnée par la divergence entre les modèles sociologique et les approches psychologique et biologique. Or, tel que le suggèrent Allué (1999) et Griffiths (2005), il faut s’intéresser à la perception des individus pour en saisir toute l’entièreté et l’intensité de leur expérience. Dans cette recherche, la parole de douze participants du projet Chez Soi, un projet d’intervention ayant pour objectif d’offrir un logement subventionné et un suivi intensif par des équipes d’intervenants à des personnes en situation d’itinérance ayant des problèmes de santé mentale, sera analysée afin de voir quel est l’apport de leurs savoirs expérientiels à la compréhension de la consommation. Comment perçoivent-ils leurs problèmes de consommation? Quelle est la contribution des savoirs expérientiels de ces personnes à la compréhension de la toxicomanie? Quels liens peut-on faire entre la perception des participants et la littérature consultée? Ce mémoire permet de constater que les participants et leurs savoirs expérientiels nous apportent une compréhension holistique de la consommation car ils conjuguent les dimensions sociologique, psychologique et biologique dans leurs explications. Bien que la dimension relationnelle soit prédominante, la perception qu’ont les participants de leurs dépendances est notamment abordée à travers la thématique de la santé mentale. En contextualisant les éléments soulevés par les participants au sujet de leur consommation dans leurs histoires de vie, nous pouvons nous rendre compte que ceux-ci sont pris dans une sorte d’engrenage qui les enferme dans la consommation. / In the literature on addictions, authors often put the emphasis on the biological, psychological, or sociological dimensions or some combination of them, without taking into consideration people’s own perspectives on their drug use. Moreover, there seem to be divergences amongst the various explicative models, which may be situated between two majors poles: in the first, addiction takes source in individual factors; in the second, social conditions create propitious grounds for drug usage. This dichotomy is incarnated by the divergence between the sociological models and the psychological and biological models. However, as suggested by Allué (1999) and Griffiths (2005), one must take into consideration the individual’s perception in order to appreciate the wholeness and intensity of their experience. In this research, testimonies of twelve participants from the At Home project, an intervention project whose aim is to offer subsidized housing and an intensive follow-up by teams of interveners to homeless people with mental health issues, will be analyzed in order to pin down the contribution of their experiential knowledge to the understanding of addiction. How do they perceive their addiction problems? How can one relate the participants’ perception to the existing literature? This thesis highlights that participants and their experiential knowledge bring us a holistic understanding of addiction because they tend to combine the sociological, psychological and biological dimensions in their explanations. Even though the relational dimension is predominant, the perception that the participants have of their addictions is addressed under the thematic of mental health. By putting into context the elements brought up by the participants regarding addiction throughout their life, we can realize that they are caught up in a spiral of addiction.

台灣表演藝術產業正受政府重視，但因國內市場小，各團體仍須開拓國際市場；相較樂團和舞團，劇團之附加價值率較高且國內目前極少相關之國際化研究，故本研究欲探討劇團首次進入國際市場的原因及過程、對其國際化有正面影響之因素，以及國際化歷程中面臨的困難和解決辦法。依據文建會資料並拜訪我國劇場產業之父吳靜吉博士後，選擇當代傳奇劇場和優表演藝術劇團進行個案研究之深度訪談，建立六大命題，發現管理高層若具國際經驗或英語溝通能力、不同市場的經驗性知識、政府補助，皆對劇團之國際化有正面影響，另外劇團的社會資本和網絡關係對於其快速初始國際化到心理距離較遠之市場具正面影響、劇團的網絡與人際關係對其初始國際化亦有正面影響。 / The performance arts industry has been gradually emphasized by the government of Taiwan since 2004. However, faced with extremely limited domestic market, performance arts groups should transcend home context to explore more opportunities. Compared with music and dance performance groups in the industry, theater groups are with higher value-added rate while having received less attention and research in the field of internationalization. Therefore, this study explores how they do the first foreign market entry, what drivers facilitate their internationalization process, and how they overcome obstacles. According to information from Professor Jing-Jyi Wu and the Council for Cultural Affairs, Contemporary Legend Theatre and Utheatre are chosen to be subjects of in-depth interview. Six propositions are then developed after interviews and data analysis. The findings indicate that drivers facilitating internationalization of theater groups include managers’ international experience and communication skills in English, experiential knowledge, and government subsidies. Business network and social capital favor their quick first entry into markets further away in psychic distance. Moreover, contacts and networks also have a positive influence on theater groups’ initializing internationalization.

Over the last decades the weight has increased in the Norwegian population. Report no 16 to the Storting, “Prescription for a healthier Norway”, expresses concern for this development and defines important areas of commitment to prevent a further increase in health problems like diabetes 2 and other lifestyle related diseases. The foci described above are all justified by figures and statistical surveys. The dominant approach towards lifestyle related diseases is closely connected with Western medicine. The main tendency in the recommendations is primarily presenting overweight and obesity as something negative and problematic.  This study focuses on self-assessment and self-perception of people that are overweight as well as those of normal weight. The aim is to reveal the collective understanding in a local community that struggles to avoid a further weight-gain in its population. This thesis seeks to, shed light on how the weight- evolvement in the Norwegian society influence peoples individual self-image and body perception. A local community in Norway (“Libygda”) defined by media, some years ago, as the most overweight local community in the country, constitutes the basis for this thesis. Methods like fieldwork, multistage focus group interviews and individual interviews (all carried out in “Libygda”) were used. The main focus in all the approaches is the bottom up strategy gained through the research approach Co-operative Inquiry which implies that both researcher and participants together search to gain insight and new experiential knowledge. In this case about individual health perception, body and identity. The data material is analyzed mainly through Life Mode-Theory, and theories of social capital (and other theories from the Social Science field). Methodological and theoretical approaches within Public Health Work are mainly based in Health Science, whereas this thesis has Social Science (Sociology and Social Anthropology) as its point of departure. The thesis will by its perspective aim to complement the traditional Health Science and offer a supplemental approach to the Science of Public Health. This thesis describes how experience-based perspectives on health and body exist side by side with the medical and Public Health Science perspective. This implies that there exists a parallel understanding of reality, which is rarely focused on by health professionals. If Public Health Work should gain a greater impact on peoples’ everyday life, these experience based and folk perspectives must be taken into consideration and accepted by professionals as relevant. / De siste tiårene har vekten økt i den norske befolkningen. Stortingsmelding nr 16 ”Resept for et sunnere Norge” uttrykker uro for denne utviklingen og definerer viktige satsningsområder for å hindre en økning i antallet diabetes 2 og andre livsstilsrelaterte sykdommer. Satsningsområdene beskrevet over er alle basert på og dokumentert ved statistiske undersøkelser. Hovedtendensen i anbefalingene har som utgangspunkt at overvekt og fedme er assosiert med noe negativt og problematisk. Denne avhandlingens fokus er den subjektive selvoppfatningen til både normalvektige og overvektige. Hensikten er å avdekke den kollektive forståelsen av helse og et godt liv i et lokalsamfunn med overvektsutfordringer i befolkningen. Avhandlingen søker å belyse hvordan vektøkning i det norske samfunnet påvirker individers selvbilde og kroppsforståelse, og hvordan dette speiles på lokalsamfunnsnivå. Et lokalsamfunn i Sør-Norge (”Libygda”), definert av media rundt tusenårsskiftet som den mest overvektige kommunen i Norge, danner utgangspunktet for denne studien. Metoder som feltarbeid, deltagende observasjon, flerstegs fokusgruppeintervju, individuelle intervjuer (alt uført i ”Libygda”) blir benyttet. Hovedfokuset i de metodiske tilnærmingene er en nedenfra-og-opp inngang inspirert av handlingsorientert forskningssamarbeid, hvor både forsker og deltakere sammen søker ny innsikt og erfaringskunnskap om individuell og kollektiv helseoppfatning, kroppsforståelse og identitet. Datamaterialet blir analysert i lys av livsformteori, sosial kapital og andre relevante samfunnsvitenskapelige teorier. Metodiske og teoretiske tilnærminger innen folkehelsearbeidet er ofte knyttet til helseforskningen, mens denne avhandlingen har et samfunnsvitenskapelig (sosiologi og sosialantropologi) utgangspunkt. Avhandlingens perspektiv søker å komplementere tradisjonell helseforskning med en erfaringsbasert tilnærming til folkehelsevitenskapen. Avhandlingen beskriver hvordan erfaringsbaserte og folkelige perspektiver på helse og kropp lever side om side med den medisinske og folkehelsevitenskaplige. Dette innebærer at det eksisterer en parallell forståelse av virkeligheten, som sjelden blir tillagt vekt eller fokusert av helsepersonell eller akademia. Hvis folkehelsearbeid skal få større innflytelse og gjennomslagskraft i menneskers hverdagsliv, må disse erfaringsbaserte og folkelige perspektivene inkluderes av fagfolk.

The high economic growth of formerly closed markets such as China, Russia, Poland, and the Baltic states has created vast business and growth opportunities for small and medium-sized enterprises (SMEs). Although this international business expansion of SMEs occurs in highly dissimilar business contexts and fierce international competition, it remains overlooked by research. Therefore, the main aim of this thesis is to contribute to an enhanced understanding of internationalization processes of SMEs by studying the overarching research question: What are the main features of internationalization processes of SMEs in an emerging market context? Three sub-problems are researched with regard to SMEs entering and taking off from emerging markets, as well as differences and similarities between these processes, in order to identify what features characterize them. Empirically, two surveys of 116 and 203 Swedish SMEs, respectively, with experiences of entry into emerging markets were conducted through standardized questionnaires via mail and on-site visits. In addition, case studies were conducted through interviews and observations of five internationalizing Chinese SMEs and four Chinese wholesale and retail market platforms. Five essays are compiled within the thesis and major findings and conclusions provide theoretical and empirical contributions to research on the internationalization processes of SMEs. With regard to the overlooked internationally experienced manufacturing SMEs from mature markets such as Sweden, theoretical advancements are made identifying the main concepts of their entry into emerging markets: entry node (the establishment point into the foreign business network); market-specific experiential knowledge; and perceived institutional distance. With regard to the internationally novel Chinese SMEs, these were seen to diverge from traditional internationalization paths. Indications were found of a parallel expansion abroad and at home, even using foreign markets as a springboard for further growth at home. The take-off node concerns the departure from an emerging home market, where a paradox of knowledge was found: the use of indirect export via a domestic intermediary facilitates the take off, but hinders further international expansion since no international experience or relationships are built up. Moreover, institutional distance was reduced due to collective internationalization through co-locating abroad. Generally, degree of maturity of the home market; as well as degree of internationalization and type of firm; are the main features behind differences between internationalization processes of SMEs in an emerging market context.

Les savoirs expérientiels représentent des connaissances issues de l’expérience. Il s’agit d’une source de savoir controversée pour les intervenant.e.s en travail social, bien que de plus en plus considérée pertinente. Toutefois, leurs impacts sur le cheminement académique des futur.e.s travailleuses sociales et travailleurs sociaux (T.S.) demeurent méconnus. Ce projet de mémoire vise donc à explorer les connexions entre les savoirs expérientiels des étudiant.e.s et leur parcours de formation pratique. Toutes les personnes rencontrées étudient ou étudiaient au programme de deuxième cycle en travail social de l’Université de Montréal (UdeM). Ce projet s’inscrit au cœur de la vaste recherche « Dans quelle mesure la maîtrise en travail social peut promouvoir les apprentissages transformationnels : possibilités et limites » menée par Edward Ou Jin Lee à Montréal. Nous avons conduit des entretiens qualitatifs semi-dirigés, deux (2) de groupe et quatre (4) individuels, pour un échantillon final de treize (13) personnes. Un cadre théorique anti-oppressif et l’analyse thématique de Braun et Clarke ont guidé l’analyse. Trois thématiques principales ont été identifiées lors de cette recherche : (1) le profil sociodémographique largement privilégié des étudiant.e.s en travail social ; (2) la nature complexe, identitaire, intersectionnelle et interrelationnelle de leurs savoirs expérientiels ; (3) leurs perceptions critiques de la formation pratique, notamment sur les enjeux d’adéquation entre le programme et le terrain, l’importance d’offrir des espaces d’échange entre étudiant.e.s et la place de la justice sociale dans la formation. Ces perceptions s’appuient fortement sur les savoirs expérientiels des participant.e.s, particulièrement ceux liés à une expérience professionnelle d’intervention. / Experiential knowledge is knowledge derived from experience. Although a perceived controversial source of knowledge, it is increasingly considered relevant in the field of social work. However, its impact on the education of future social workers remains largely unknown. Thus, this project aims to explore the connexions between the students' experiential knowledge and their field education journey. All the people interviewed are or were graduate students in the social work program at the Université de Montréal (UdeM). This project is part of the larger research project " Social work graduate field education: exploring the potential for transformative learning and institutional change " conducted by Edward Ou Jin Lee at UdeM. We conducted semi-structured qualitative interviews, two (2) focus groups and four (4) individual interviews, resulting in a final sample of thirteen (13) participants. An anti-oppressive theoretical framework and Braun and Clarke’s thematic analysis guided the analysis. Three main themes were identified during this research: (1) the largely privileged socio-demographic profile of social work students, (2) the complex influence of identity, along with the intersectional and interrelational nature of their experiential knowledge, and, (3) their critical perceptions of field education, especially on the issues of the inadequacy between the program and the field, the importance to provide spaces for informational exchange between students, and the place of social justice within the graduate program. These perceptions are strongly based on the experiential knowledge of the students, particularly experiences related to professional intervention.

Les blessures de brûlures entrainent des conséquences importantes qui affectent grandement tous les aspects de la vie des personnes qui en sont victime. Par conséquent, le processus de guérison des survivants peut s'avérer long, complexe et particulièrement éprouvant. En ce sens, le soutien par les pairs semble constituer une source d'aide significative pour les personnes victimes de brûlures et participer positivement à plusieurs étapes clés du processus de guérison. À l'Unité des Grands brûlés du Centre Hospitalier Universitaire de l'Université de Montréal, ces pairs sont nommés « patients ressources accompagnateurs » et ceux-ci sont amenés à rencontrer des patients ayant récemment vécu un évènement de brûlures afin de répondre à leurs questions et partager avec eux les différents savoirs expérientiels qu'ils ont acquis au fil de leur vécu de survivant. Le but de la présente étude consiste à explorer les perceptions des patients ressources accompagnateurs en interrogeant ceux-ci quant à leurs rôles auprès de patients victimes de brûlures graves. Cette étude a été conduite selon un devis qualitatif en s'inspirant de la méthodologie de théorisation ancrée proposée par Corbin et Strauss (2015). Suivant la constitution d'un échantillon théorique, deux entrevues de groupe ont été réalisées avec les patients ressources accompagnateurs (n=3 et n=7) œuvrant auprès des patients de l'Unité des Grands Brûlés du Centre Hospitalier Universitaire de l'Université de Montréal. L'analyse des données a également été réalisée en suivant certaines des étapes de la méthodologie proposées par Corbin et Strauss (2015). L'exploration de la perception de patients ressources accompagnateurs de l'Unité des Grands Brûlés quant à leur rôle au sein de l'unité de soins contribue à la bonification du travail entrepris par une des co-directrices de ce mémoire quant à l’accompagnement des patients hospitalisés. De plus, les résultats de cette étude permettent de préciser plusieurs enjeux vécus par les personnes victimes de brûlures, apportant des éléments de réflexions pertinents quant à la manière dont ceux-ci font l'expérience des différentes étapes de leur trajectoire de soins et des difficultés que certaines de ces étapes peuvent entraîner dans le processus de guérison des survivants. L'ensemble des thématiques captées liées à la perception qu'ont les patients ressources accompagnateurs vis-à-vis leur rôle, permet de saisir la pluralité des enjeux à considérer et la diversité des éléments à intégrer dans les réflexions visant à tendre vers une amélioration des programmes d'interventions patients ressources accompagnateurs existants ou dans le développement de ceux à venir. / Burn injuries lead to major complications and consequences that affect the entire lives of those who are injured. Therefore, the healing process for survivors can be long, complex, and particularly challenging. In this sense, peer support seems to constitute a significant source of help for burn victims and positively participate in several key stages of the healing process. At the Burn Unit of the Université de Montréal Hospital Center, these peers are called "patient resource companions" who are trained and are brought in to meet with patients who have recently experienced a burn injury to answer their questions and share with them the different experiential knowledges they have gained through their experience as survivors. The purpose of this study is to explore the perceptions of patient resource companions on their roles with patients suffering from severe burns. This study was conducted using a qualitative design inspired by the grounded theory methodology proposed by Corbin and Strauss (2015). Following the formation of a theoretical sample, two group interviews were conducted with patient resource companions (n=ti and n=7) working with patients at the Burn Unit of the Université de Montréal Hospital Center. Data analysis was also conducted following some of the different stages of the methodology proposed by Corbin and Strauss (2015). The exploration of the perception of patient resource companions at the Burn Unit regarding their role in the care unit contributes to the documentation and integration of a new dimension in the general framework of reference, of one of the co-supervisor’s research program on patient resource companions. In addition, the results of this study make it possible to specify several issues experienced by burn victims, providing relevant elements of reflection as to the way in which they experience the different stages of their care trajectory and the difficulties that some of these steps can entail in the healing process of survivors. All themes related to the perception that patient resource companions have of their role, makes it possible to grasp the plurality of issues to be considered and the diversity of elements to be integrated into the reflections aimed at tending towards an improvement of existing patient resource support intervention programs or in the development of future ones.

Dans le contexte actuel de l’éducation au Québec où la réforme des programmes de formation des jeunes appelle un renouvellement des pratiques d’enseignement, notre recherche s’intéresse au développement de la dimension didactique de la pratique liée à l’enseignement des mathématiques qui est considéré comme l’un des éléments clés des nouvelles orientations. Nous abordons la question par le biais de la collaboration de formation initiale pour l’enseignement des mathématiques au primaire qui se vit en stage entre des praticiennes en exercice et en formation et une didacticienne des mathématiques. Cette rencontre sur le terrain des stages au primaire entre praticiennes et didacticienne, longtemps réclamée et rendue possible à l’UQAT , nous a amené à formuler une première question de recherche touchant ce qui se construit à travers les échanges de ces partenaires de la formation au cours des supervisions pédagogiques conjointes qui les réunissent en stage. Nous avons cadré ce questionnement à partir des balises théoriques de la didactique professionnelle qui proposent modèle et concepts pour expliciter l’activité professionnelle et traiter des phénomènes de développement des compétences professionnelles en contexte de travail et de formation. La didactique professionnelle attribue un rôle essentiel à la communauté de pratique et au processus d’analyse de l’expérience dans le développement professionnel des novices et dans l’explicitation d’un savoir d’action jugé pertinent et reconnu. Nous y faisons donc appel pour poser le potentiel que représentent les échanges issus de la collaboration quant à leur contribution à l’établissement d’un savoir de référence pour l’enseignement des mathématiques. La didactique professionnelle propose également le recours au concept de schème pour décrire l’activité professionnelle et à l’idée de concepts organisateurs comme élément central de l’activité et comme variable de la situation professionnelle concernée. Nous recourons à ces mêmes concepts pour expliciter le savoir de référence pour l’enseignement des mathématiques qui émerge à travers les échanges des partenaires de la formation. Dans le cadre d’une étude de cas, nous nous sommes intéressée aux échanges qui se déroulent entre une stagiaire qui effectue son troisième et avant dernier stage , l’enseignante-associée qui la reçoit et la chercheure-didacticienne qui emprunte le rôle de superviseure universitaire. Les échanges recueillis sont issus de trois cycles de supervision conjointe qui prennent la forme de rencontres de préparation des situations d’enseignement de mathématique; d’observation en classe des séances d’enseignement pilotées par la stagiaire auprès de ses élèves; et des rencontres consacrées à l’analyse des situations d’enseignement observées et de l’activité mise en œuvre par la stagiaire. Ainsi les objets de discussion relevés par les différents partenaires de la formation et la négociation de sens des situations professionnelles vécues et observées sont analysés de manière à rendre visibles les constituants de l’activité professionnelle qui sont jugés pertinents par la triade de formation. Dans un deuxième temps, en partant de cette première analyse, nous dégageons les concepts organisateurs des situations professionnelles liées à l’enseignement des mathématiques qui sont pris en compte par la triade de formation et qui constituent des variables de la situation professionnelle. Les constituants de l’activité et des situations professionnelles qui résultent de cette analyse sont envisagés en tant que représentations collectives qui se révèlent à travers les échanges de la triade de formation. Parce que ces représentations se sont trouvées partagées, négociées dans le cadre des supervisions pédagogiques, elles sont envisagées également en tant que savoir de référence pour cette triade de formation. Les échanges rendus possibles entre les praticiennes et la didacticienne placent ce savoir de référence dans une dynamique de double rationalité pratique et didactique. Enfin, partant de l’apport déterminant de la communauté de pratique et de formation de même que du savoir de référence que cette dernière reconnait comme pertinent dans le développement professionnel des novices, les résultats de cette recherches peuvent contribuer à réfléchir la formation des futures enseignantes en stage en ce qui a trait à l’enseignement des mathématiques au primaire. / In the current context of education in Quebec, where the reform of educational programs for children calls for a change in teaching practices, our research is concerned with the development of the didactic dimension of practice linked to the teaching of mathematics, which is considered one of the key components of the new orientations. We address the question through the initial training collaboration for the teaching of mathematics at the primary level , which takes place in practicum between the practicing teacher,the student teacher and a mathematics didactician. This practicum-level encounter in primary school between practitioners and didactician, long required and made possible at UQAT , led us to formulate a first research question regarding what is constructed, over the course of exchanges between these training partners during the joint pedagogical supervision sessions which bring them together in the practicum context. We framed the question using theoretical markers of professional didactics which suggest a model and concepts for analyzing professional activity and for dealing with the development of professional competences in work and training contexts. Professional didactics assigns a vital role to the practice community and to the process of experiential analysis in the professional development of novices, and to the explicitation of pragmatic knowledge considered to be relevant and recognized. We therefore call on professional didactics to establish (in a theoretical way) the potential that exchanges stemming from the collaboration represent, with respect to their contribution to the creation of a reference knowledge for the teaching of mathematics. Professional didactics also offers recourse to the scheme of action concept in describing professional activity, and to the idea of organizing concepts as a central component of the activity, and as a variable in the professional situation being considered. We turn to these same concepts to make the reference knowledge for the teaching of mathematics, which emerges during exchanges between the training partners, explicit. Within the framework of a case study, we concerned ourselves with the exchanges that take place between a student teacher completing her third, and second-to-last, practicum , the associate teacher supporting her and the researcher-didactician who takes on the role of university supervisor. The collected exchanges stem from three joint supervision cycles in the form of meetings for the preparation of teaching situations in mathematics; in-class observation of teaching sessions piloted by the student teacher with her pupils; meetings dedicated to the analysis of the observed teaching situations, and of the activity carried out by the student teacher. In this way, the subjects for discussion raised by the different training partners, and the negociation of the meaning of the professional situations experienced and observed are analyzed, in such a way as to make the components of the professional activity considered to be relevant by the training triad visible. Subsequently, on the basis of this first analysis, we draw out organizing concepts from professional situations linked to the teaching of mathematics, which are taken into account by the training triad, and which make up the variables of the professional situation. The components of the activity and the professional situations resulting from this analysis are seen as collective representations revealed over the course of training triad exchanges. Because these representations were found to be shared, negociated as part of the task of educational supervision, they are also seen as reference knowledge for this training triad. The discussions made possible between the practitioners and the didactician place this reference knowledge within a dynamic of double (practical and didactic) rationality. Finally, on the basis of the influential contribution made by the practice and training community, as well as the reference knowledge, which the latter recognizes as relevant in the professional development of novices, the results of this research can contribute to thinking in connection with the training of future teachers in practicum, in relation to the teaching of mathematics at the primary school level.

Cette thèse est une réflexion d’épistémologie sociale sur la construction des savoirs professionnels et expérientiels portant sur les problèmes de santé mentale ainsi qu’une exploration de leurs rapports à partir d’un projet de recherche montréalais. Ce projet fédéral de recherche et de démonstration visait à évaluer l’impact de l’approche Logement d’abord auprès de personnes avec des problèmes de santé mentale en situation d’itinérance. À Montréal, des pairs, avec une expérience vécue des réalités de la santé mentale et de l’itinérance, ont été impliqués dans le projet de recherche aux côtés d’intervenants, de gestionnaires et de chercheurs. Au fil des mois, leur présence a eu des effets contrastés, contribuant parfois à renforcer les barrières entre les savoirs et les hiérarchies professionnelles en présence dans le projet, et, à d’autres occasions, à les surmonter et entrer dans un processus de co-production de nouveaux savoirs et pratiques. L’analyse des rapports entre les savoirs en présence dans le projet souligne leur caractère complémentaire dans l’intervention publique dans le domaine des services sociaux et de la santé et les forces de l’approche expérimentale mise en oeuvre. La thèse offre également une contribution à la littérature sur la participation citoyenne en proposant une réflexion sur la capacité des citoyens à transformer les institutions publiques. Les données analysées sont issues d’un terrain de deux ans mêlant observations de la participation des pairs et une cinquantaine d’entretiens individuels et collectifs réalisés auprès de pairs aidants, intervenants, chefs d’équipe, psychiatres, gestionnaires et chercheurs. / This thesis is a contribution of social epistemology on the construction and nature of professional and experiential knowledge of mental health issues and an exploration of their relationship rooted in a research projet in Montreal. This federal research and demonstration project aims to assess the impact of the Housing First approach for homeless people with mental health problems. In Montreal, people with a lived experience of the realities of mental health and homelessness have been involved in the research project. Over the months, the presence of these peers had mixed effects, contributing sometimes to build up barriers between different types of knowledge and existing professional hierarchies, and allowing, on other occasions, to overcome them and get into a process of co-production of new knowledge and practices. The analysis underlines the complementary nature of professional and experiential knowledge in the field of health and social services and the strength of the experimental approach mobilized in the project. This thesis also provides a contribution to the literature on citizen participation by offering a look on the capacity of the citizens to transform the state institutions. The qualitative data was collected both throughout observation during a PhD field work and fifty individual and group interviews conducted between 2012 and 2013 with 25 peer support workers, clinical staff (nurses, social workers, and psychologists), program managers and psychiatrists. / Esta tesis presenta una reflexión en epistemología social respecto a la construcción de saberes profesionales y experienciales sobre problemas de salud mental, así como una exploración de las relaciones entre estos saberes a partir de un proyecto de investigación montrealés. Este proyecto federal de investigación y de demostración tenía como objetivo evaluar el impacto del enfoque Housing First con personas con problemas de salud mental y en situación de calle. Personas que tenían una experiencia vivida de las realidades de la salud mental y de la situación de calle, participaron en el proyecto de investigación en Montreal junto con trabajadores sociales, personal de gestión e investigadores. Con el paso de los meses, la presencia de estos pares tuvo efectos disímiles: en algunos casos contribuyó a reforzar las barreras entre los saberes y las jerarquías profesionales presentes en el proyecto y, en otros casos, contribuyó a superarlos y a iniciar un proceso de coproducción de nuevos saberes y prácticas. El análisis de las relaciones entre los saberes presentes en el proyecto destaca su carácter complementario en la intervención pública en el marco de servicios sociales y de salud, así como las fuerzas del enfoque experimental implementado. Asimismo, la tesis ofrece una contribución a la literatura sobre la participación ciudadana, proponiendo una reflexión sobre la capacidad de los ciudadanos de transformar las instituciones públicas. Los datos analizados provienen de un trabajo de terreno de dos años, que incluyó observaciones de la participación de estos pares facilitadores, así como cincuenta entrevistas individuales y colectivas realizadas con los pares, trabajadores sociales, jefes de equipo, psiquiatras, personal de gestión e investigadores.