Impact of a mentoring situation on preservice teachers’ classroom activity : A study of professional development by meaning making and by efficiency
This study examines the impact of a mentoring situation on the professional development of preservice teachers. The theoretical framework based on Cultural Historical Activity Theory approach (CHAT) and the methodology based on video recording of preservice teachers’ activity in class and self-confrontation interviews are within a frame of developmental perspective of activity. The results show : a) the development of professional activity in class of the pre-service teachers by meaning and efficiency, b) the intrapsychic conflict as a means of development or source of obstacle. These results identify precisely those circumstances by which preservice teachers in mentoring situations construct new goals and motives for actions as well as new operations.