Support: between investigation and managing uncertainty [FACCM303]
- 3 credits
- 18h
- 2nd quarter
Language of instruction: French / FrançaisTeacher: Boucenna Sephora
Learning outcomes
Students will master the concepts of 'enquiry', 'cognitive dissonance', 'asymmetry', 'uncertainty' and 'controversy' and will be able to analyse a support activity in the light of these concepts. They will also be able to use these concepts to develop regulations or design support systems.
Objectives
Target skills
To conceptualise the support approach at the interface of different fields so as to be able to adapt its action to the environment.
Objectives
The student will be able to identify certain mental processes used by the coach and/or the coachee in the coaching activity, such as investigation, dissonance management, the asymmetrical relationship, uncertainty management and controversy.
Content
Support will be approached in the light of the following concepts
an investigative approach
an area for managing uncertainty
a space for managing complexity
a symmetrical space
a space for resistance
a space for creativity
Teaching methods
Lectures, work sessions in pairs (self-confrontation interviews and retrospection interviews based on filmed or audio-recorded support sequences) and in sub-groups.
The students will be asked to analyse the support material produced by their peers using a digital platform and to use the concepts seen in class to produce the analyses.
Each student will then produce a summary of the analyses produced by his or her peers on his or her support, always in relation to the concepts seen in class.
Evaluations
Students will be asked to film (or audio record) two support sequences that they have carried out, to post these sequences on the Webcampus platform, to analyse three support sequences filmed by their peers using the intellectual resources of the course, and to produce a summary of the peers' analyses of their own production.
Recommended readings
Boucenna, S. (2012). Retrospection interview and temporal spaces: exploring mental activities In J.-M. Barbier & T. Joris (Eds.), Le travail de l'expérience. Paris: PUF.
Boucenna, S. (2012). Questions, enjeux et dilemmes d'une accompagnatrice dans un contexte d'innovation. In E. Charlier & S. Biémar (Eds.), Accompagner : un agir professionnel (pp. 77-90). Brussels: De Boeck.
Boucenna, S. (2014). Analysing the mental activities of educational advisors in coaching interviews. Université Catholique de Louvain, Louvain-La-Neuve.
Boucenna, S. (2015). Accompaniment: a structural management of uncertainty. Accompagner le changement de la maternelle à l'Université : un métier émergent ? Education et Socialisation : les cahiers du CERFEE, 38.
Boucenna, S. (2017a). L'accompagnement : symétrie dans les asymétries ? Phronesis, 6(4), 60-70. doi:10.7202/1043981a
Boucenna, s. (2017b). Thinking about psychological safety: a lever to support learning? In A. Jorro, F. Merhan, & J.-M. De Ketele (Eds.), Les apprentissages professionnels accompagnés. Brussels: De Boeck.
Boucenna, S. (2020). Accompagnement en milieu scolaire et crise de l'école: qu'en dit le cinéma? In A. Derobertmasure, M. Demeuse, & M. Bocquillon (Eds.), L'école à travers le cinéma. Ce que les films nous disent sur le système éducatif: Mardaga.
Dewey, J. (2006). Logic: the theory of enquiry (G. Deledalle, Trans. [2nd ed.] ed.). Paris: PUF
