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Ce travail de recherche s’appuie sur l’analyse ex post de la conception d’un dispositif de formation. Il est destiné à des conseillers agricoles, confrontés aux bouleversements de leur métier. Les exigences de l’agriculture performante économiquement et écologiquement, modifient l’exercice du métier de conseil agricole. Les pratiques de conseil sont perturbées par la mobilisation de l’agronomie pour inciter à réduire les intrants. Il s’agit de se doter d’un cadre théorique qui permette d’analyser les situations de conseil de conseillers, conjointement avec une méthode pour accompagner la réflexion, dans l’interaction conseillers/formateur. La didactique professionnelle et la sociologie de l’action sont convoquées pour appréhender la situation sociale de développement et la situation de formation comme moyen de la formation. Dans les dialectiques connaissances pour l’action, connaissances théoriques, le cadre de l’expérimentation a permis de saisir la faisabilité du conseil, l’accès aux possibles de l’activité de conseil, la coordination des actants pour construire l’action. Il en résulte, un dispositif didactique et coordonné qui garantit un cadre de travail construisant chemin faisant ce que les protagonistes cherchent à faire ensemble, une approche qui ouvre la voie à l’appréhension du social par la didactique professionnelle, l’émergence du métier. / This research work is based on the ex post analysis of the design of a training approach. It is targeted at agricultural advisors facing major changes in their job. The requirements induced by an economically and environmentally performing agriculture modify the job of advisor. The established practices of counselling are disrupted by the agronomy’s engagement to encourage the reduction of inputs. The objective is to design a theoretical frame, allowing to analyze the advisors’ counselling situations, supported by a methodology to back up the reflection and with interactions advisors / trainers. Professional didactic and sociology of action are summoned to appreciate the social situation of development and the training situation as means of training. In the relationships between knowledge for action, theoretical knowledge, the experimentation framework allowed to seize the feasibility of counselling, the access to the potential of the counselling activity and the coordination of the stakeholders to build the action. This leads to a coordinated learning approach with a framework creating along the way what the protagonists are seeking to do together; an approach opening the path to understanding the social component by professional learning; the job emergence.

This study concerns the identification of the particular competences required by education, training and development practitioners (ETD practitioners) in the South African National Defence Force to develop suitable and appropriate career and training strategies. An applied research approach and a primarily quantitative approach were used. Questionnaires were completed by the commanding officers or the training managers, as well as the ETD practitioners at the education, training and development providers in the South African National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive statistics were used to determine the roles, core competences, levels of competences and clusters of competences required by ETD practitioners in the South African National Defence Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed competence profile that was based on the literature study in order to determine the competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)

This study concerns the identification of the particular competences required by education, training and development practitioners (ETD practitioners) in the South African National Defence Force to develop suitable and appropriate career and training strategies. An applied research approach and a primarily quantitative approach were used. Questionnaires were completed by the commanding officers or the training managers, as well as the ETD practitioners at the education, training and development providers in the South African National Defence Force to determine the actual utilisation of ETD practitioners. Descriptive statistics were used to determine the roles, core competences, levels of competences and clusters of competences required by ETD practitioners in the South African National Defence Force. In addition, the actual utilisation of ETD practitioners was compared with a proposed competence profile that was based on the literature study in order to determine the competence gap that has to be addressed by means of career and training strategies. / Educational Studies / M.Ed.(Didactics)