Dilemmas in a supporting and mentoring practice in teachers training. Analysis of the supervisor’s actual activity
This article reports on research that aims to study the actual activity of the supervisor in his supporting and mentoring practice with a beginning teacher in secondary education in France. The framework of the activity clinic was chosen to apprehend the activity of the supervisor meaningly and efficiently, in the workplace. Fifteen interviews using the double method were conducted in four teaching disciplines. A verbatim content analysis brings up nine facets structuring this function, crossed by eight dilemmas. The dynamic analysis of the elements of the activity in these dilemmas in one case study shows that the supervisor directs its activity of supporting and mentoring without real professional guidance in his function. Using a developmental conceptualization of the profession that required a balanced dynamic between four features: personal, interpersonal, transpersonal, impersonal, a deficit of the last two features and it foreshadows the difficulties of the activity development.