Abstracts
Résumé
Cette recherche vise à comprendre les pratiques d’acteurs scolaires du Québec et du Nouveau-Brunswick (N = 23) au sein de communautés de pratique (CP) à travers les métaphores que ces personnes formulent sur leur travail dans le cadre de ces communautés. L’étude se base sur le concept de la métaphore et sur la théorie sociale de l’apprentissage dans les CP (Wenger, 1998). Les interviewés ont montré par la formulation de métaphores, d’une part, la synergie présente dans leurs CP et, d’autre part, les défis associés au pouvoir, à la communication et aux désaccords.
Abstract
This study aims to understand the practices of school actors from Québec and New Brunswick (N=23) within communities of practice (CP) through the metaphors they formulate about their work within these communities. The study is based on the concept of the metaphor and on social learning theory in CPs (Wenger, 1998). Through the wording of their metaphors, the interviewees describe the synergy in their CP and also the challenges related to power, communication and disagreements.
Resumen
Esta investigación trata de comprender las prácticas de los actores escolares de Quebec y de Nuevo-Brunswick (N=23) en las comunidades de prácticas (CP) a través de las metáforas que los actores formulan sobre su trabajo en el cuadro de dichas comunidades. El estudio se basa en el concepto de la metáfora y en la teoría social del aprendizaje en las CP (Wenger, 1998). Los entrevistados mostraron, a través de la formulación de metáforas, por una parte, la sinergia presente en sus CP, y por otra, los desafíos relacionados con el poder, la comunicación y los desacuerdos.
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Appendices
Remerciements
Nous remercions le Conseil de recherches en sciences humaines du Canada (CRSH) qui a subventionné cette étude dans son programme de recherche ordinaire (2011-2014).
Nous remercions monsieur Marc Basque de l’Université de Moncton pour sa contribution à la cueillette de données du Nouveau-Brunswick et à la validation des résultats.
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