From design to practice: Configuration and reconfiguration of a teacher training setting in Information and Communication Technology

Abstract

Assuming that teachers’ training in information and communication technologies (ICT) raises specific problems, this article aims at presenting some elements of reflections concerning teacher training in this field. Our reflections are based upon the analysis of a training setting which was set up in 23 Swiss vocational schools which were involved in a national project aimed at supporting an educational use of ICT. The article describes how the initially designed training setting was actually put into practice, the difficulties which arose in the training process, and the answers the actors developed to cope with these difficulties. We show that the actual unfolding of a training setting, as well as the transformations that occur during the training process, are fundamental elements to orient future educational actions and to think the position learners hold in a training setting.