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Equestrian artists (EA), with their multiple characteristics, are poorly identified in the world of performing arts. The issue of professionalisation of the sector is not perceived in the same way by the actors concerned. The contribution focuses on the relationship of AEs to training and is based on a plural data collection: semi-directive interviews (n=31), and interviews carried out on the basis of traces of the activity in a prototypical training course. The latter, designed by a team of researchers in the context of technological research, was experienced in total immersion for a week (researchers and AEs). The inter-level approach makes it possible to understand the modes of learning favoured in the course of the AEs; moreover, it opens up the experience lived by the latter, engaged, with the researchers, in a training intended to test the proposals and to adjust the professionalization project. The results open up a reflection on what this research produces in terms of knowledge, and on what it engages/transforms at the collective and individual levels. [ABSTRACT FROM AUTHOR]

As part of the "reengineering" of initial studies of physiotherapy, it is sought to understand the situation of transmission-learning of the clinical reasoning of a student and his tutor in an internship situation, during the first patient encounter. The first session is considered a problematic situation in the link professions. Using Houssaye's pedagogical triangle (2014) and Lescouarch's quadrangle (2018), the interactions of guardianship and shoring are looked at. The approach used is part of the field of professional knowledge. The student performs, under supervision, a first care session with a patient accustomed to this liberal practice. The survey methodology implemented includes recordings of care sessions. The comments are based on the analysis of data from five patient/tutor/student triads. The analysis of the interactions and the different positions taken by the actors during the session allows modeling in an educational pyramid, placing the patient as a third part mediator in the learning of clinical reasoning. He assumes several roles depending on the support and the pedagogical posture he adopts. The patient's role in this learning be an unthought of the training. [ABSTRACT FROM AUTHOR]