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In this text, we propose to question the mathematics teacher training practices and to draw up some orientations and perspectives for their study. We first present a very general overview of these training practices and of their diversity. Beyond these differences, and drawing on existing theoretical elements, we secondly present an approach for conducting research on the implementation of certain training programs. This could serve as means both for analyzing and developing practices during training sessions, as illustrated by two examples sketched on collective training of secondary mathematics teachers. Perspectives end this text, which, let us stress, is not based on actual data analyzes but on a hypothesis on the development of practices. We see it as an agenda for the researcher and the trainer in this emerging field of didactical research., Dans ce texte, nous proposons d’interroger les pratiques de formation des enseignants de mathématiques et de dresser quelques orientations et perspectives pour leur étude. Nous proposons d’abord un rapide état des lieux très général de ces pratiques et de leur diversité. Par-delà ces différences, nous présentons ensuite, à partir d’éléments théoriques existants, une orientation pour mener des recherches sur le déroulement de certaines formations. Cela pourrait servir d’outils à la fois pour analyser et pour développer des pratiques pendant des séances de formation, comme l’illustrent deux exemples esquissés sur des formations collectives d’enseignants du secondaire. Des perspectives terminent ce texte, qui, soulignons-le, ne se base pas sur des analyses de données effectives mais sur une hypothèse sur le développement des pratiques. Nous y voyons un agenda pour le chercheur et le formateur dans ce domaine naissant de la recherche en didactique.

International audience

This paper examines the interactions between teachers’ decisions, discourses and acts, and the intended students’ learning. The focus is theoretical and methodological as it attempts to exemplify theoretical perspectives in studying mathematics teaching in its complexity. It takes into account, together or separately, the overall setting : sociocultural and institutional and the epistemological point of view on mathematics and its teaching in class. For some of the authors, the study of teacher activity in relation to students’ mathematical activity, and affective and social needs has been the focus of their research for many years, using different theoretical constructs and empirical data. As for the others, their research in the same area was focused more on the presumed cognitive needs, in relation to the practices and the mathematics at stake. The article reveals that Activity Theory has been used differently by the two traditions (English and French) as a framework for analyzing and interpreting the relations and interactions between teacher and students’ mathematical activity in research studies of the authors. This article exemplifies these different ways of using AT and discusses issues the perspectives raise for interpretation and analysis. Ce texte est centré sur l’étude des relations entre les activités des enseignants et celles des élèves, les premières étant décrites en matière de décisions, de discours et d’actions. Il s’agit d’adopter un point de vue théorique et méthodologique, en lien avec les perspectives adoptées pour ces analyses complexes ; cela fait intervenir, sans qu’il y ait exclusion d’un des aspects, l’ensemble des déterminants socioculturels et institutionnels, les déroulements en classe et le point de vue épistémologique. Une partie des auteurs fait notamment intervenir dans l’étude des pratiques enseignantes les besoins affectifs et sociaux, l’autre insiste davantage sur les besoins cognitifs présumés et les mathématiques en jeu. Tous les auteurs se réclament de la théorie de l’activité comme cadre théorique pour analyser et interpréter les relations et interactions entre l’activité enseignante et les activités mathématiques des élèves. Nous illustrons chaque point de vue par un exemple en discutant des questions qui se posent à l’autre point de vue.

This study addresses teachers’ activity when working with digital technologies (DT) in their classrooms. We build upon a model that considers teaching as managing open dynamic situations. Within the model, teachers’ activity is viewed as diagnosing students’ mathematical activity, managing uncertainties due to the characteristics of the situation and decision-making about didactic interventions. The study extends our earlier work and focuses on teachers’ interventions in DT-based lessons, as they manage disturbances caused by unexpected difficulties. Our first observation is that there is a substantial change in how teachers diagnose these difficulties compared to paper-and-pencil environments. Notably, they need to make more inferences about the pedagogical support that is provided. Second, we show that in such conditions, rather than facing the single dynamicity of the class as a whole, the teacher has to deal with multiple, open dynamic situations (small groups named mini-classes), which are themselves intertwined in the dynamics of students’ interactions with technology. Moreover, even if teachers are able to make reliable inferences concerning an individual student’s current difficulties, they must also be able to make inferences about the scope of such difficulties within the class as a whole. We present four case studies that illustrate the diverse approaches that teachers take when managing such open dynamic situations and use them to illustrate the concepts and analytical tools that are introduced.

International audience

Dans cet article on analyse les effets du niveau operationnel sur les representations operatives de sapeurs-pompiers quant a un risque dynamique dans le cas d’un environnement dynamique particulier (le feu de foret mediterraneen). Il s’agit d’une representation occurrente de la situation dynamique qui consiste essentiellement en un pronostic d’evolution possible en vue de l’action, et des moyens qui lui sont necessaires. Le champ de controle depend de la position des acteurs dans un travail collectif distribue, avec dimension verticale de la cooperation. La question traitee est celle de la compatibilite des representations operatives d’acteurs a des positions differentes dans ce dispositif. Une situation de type experimental a ete concue en transposant une situation reelle de sorte a en assurer la validite ecologique. Les representations exprimees par des acteurs de trois niveaux operationnels ont ete analysees a differents moments de l’evolution du feu evoque : situation initiale, empan spatio-temporel du risque represente, existence d’informations conflictuelles ou ambigues. Les acteurs de niveau operationnel plus eleve maintiennent une representation orientee par l’issue la plus grave en cas de saute, au niveau le moins eleve ils sont plus sensibles au pronostic d’evolution proche dans le temps et l’espace. Neanmoins, tous expriment une conscience du risque et du type de moyens pour le contrer : les representations operatives ne sont pas partagees, mais elles sont compatibles. Des implications pour la formation sont proposees.

La introduccion de «La concepcion en diseno industrial y arquitectura. Deseo, pertinencia, cooperacion y cognicion» presenta una sintesis de un largo trabajo de modelizacion que buca tomar en cuenta la integralidad de la actividad de diseno. J.-C. Lebahar fue un precursor de este abordaje que ocupa un lugar singular y que estudio con gran exigencia teorica y metodologica. Esto lo condujo a cuestionar un muy amplio campo de abordajes y a desarrollar una "complementariedad" en el marco de un mo...

Manuscrito recebido em: dezembro/2017Aceite apos peritagem: outubro/2018 A introducao de « La conception en design industriel et en architecture. Design, pertinence, cooperation et cognition » apresenta uma sintese de um longo trabalho de modelizacao visando ter em conta a integridade da atividade de concecao. J.-C. Lebahar foi um precursor desta abordagem na qual ocupa uma posicao singular e na qual desenvolveu o estudo com grande exigencia teorica e metodologica. Foi isso que o levou a ques...

L’etude interroge l’activite de formation sur simulateur pour l’acquisition des competences cibles en situation reelle. Elle s’appuie sur le cas de la formation initiale au pilotage d’helicopteres militaires. Cette formation tres encadree articule seances sur simulateur et vols reels, visant a la maitrise des manœuvres au cœur du pilotage. L’activite du formateur est egalement tres encadree avec une organisation prealable des tâches, un guidage pour le deroulement des seances, evaluation comprise. La reference theorique retenue est celle de la didactique professionnelle (Pastre, Mayen, & Vergnaud, 2006). La mediation didactique exercee par le formateur est analysee en transposant la notion d’etayage theorisee par Bruner (2002). Les donnees de la litterature sur la conduite de mobiles sont convoquees pour situer les questions ouvertes sur la place de la simulation dans la formation. Le role des moniteurs dans l’articulation des competences des eleves sur simulateur et sur le terrain est traite dans une etude de cas qui s’appuie sur l’expertise du second auteur (pilote, formateur et concepteur d’outils pour les moniteurs). On vise en particulier a preciser l’activite d’etayage selon les situations. La discussion porte sur le domaine de pertinence des analyses proposees pour les apprentissages dans des types de situations professionnelles marquees par la place des activites sensori-motrices, par la complexite des interactions entre commandes d’action, et par les relations entre proceduralisation des tâches et ouverture de l’environnement dynamique.

The use of digital technologies in mathematics classroom continues to increase. Yet even when well-planned, such use is not unproblematic; indeed, uncertainties are inherent. In this article, we use analyses of teachers’ activity in two classrooms, a French one and an English one, when technology in general, and dynamic geometry software in particular, is used. We present two different theoretical frames and show how, in spite of differences related to the context, the object, and the methodological backgrounds, the outcomes in terms of the analysis of teachers’ practices turn out to be close. These outcomes provide insights into the complexities of technology integration within mathematics lessons and teachers’ decision making both in the moment, and over time. Analyser l’activité instrumentée de l’enseignant en classe dans un environnement de géométrie dynamique : différences et similitudes de deux approches. L’utilisation des technologies numériques en classe de mathématiques continue à se développer. Cependant, cette utilisation reste complexe et demeure régie par des incertitudes lors des mises en place avec les élèves même quand les séances sont bien préparées en amont. Cet article présente les analyses de l’activité de deux enseignants, un français et un anglais, lors de séances intégrant des logiciels de géométrie dynamique. Nous présentons deux cadres théoriques et montrons que malgré les différences liées au contexte, aux notions mathématiques en jeu et à nos choix méthodologiques, les résultats en termes d’analyses des pratiques enseignantes sont très proches. Ces résultats fournissent un éclairage sur la complexité de l’intégration des technologies dans les séances de mathématiques et les décisions que les enseignants sont amenés à prendre in situ et sur le long terme.

International audience

As didaticas disciplinares e profissionais participam em conjunto com a ergonomia, a sociologia e a psicologia do trabalho, no desenvolvimento dos conhecimentos respeitantes a analise da actividade real em situacao, na escola e no trabalho. Os investigadores nesse dominio, talvez por a constituicao do seu campo de investigacao ser recente explicitam mito raramente a origem das suas fontes. Neste artigo procuraremos reconstituir aquilo que devem a um investigador cujos trabalhos percursores sa...

On presente un cadre d’ensemble pour analyser l’impact de l’experience sur les competences. La reference theorique d’ensemble est celle d’une theorie de l’activite du sujet, issue de l’ecole de Vygotsky, qui analyse l’activite comme inseree dans un systeme de double regulation : par le sujet lui-meme et par la situation – qui comprend les autres acteurs. La regulation peut etre retroactive (par les effets de l’activite) ou proactive par une regulation deliberee des acteurs impliques. A partir de ce modele, on questionne la place de l’experience comme produit sur le sujet d’un deploiement de son activite au cours d’une temporalite plus ou moins longue. On reprend la distinction developpee avec J. Leplat entre deux modalites de l’experience : experiences episodiques et experiences sedimentees, pour s’interroger sur la transformation des competences du sujet. Ce developpement est considere selon plusieurs perspectives : connaissances operationnelles – centrees sur des invariants conceptuels, schemes – invariants de l’organisation de l’activite dans une classe de situations, et « qualites » – proprietes du sujet dans ses rapports perceptifs, moteurs, affectifs avec le monde de son action. La derniere section illustre par des exemples varies une des formes de l’incarnation de l’experience sedimentee, a savoir la modification du substrat neuronal de « qualites », dans leur structure et dans leur fonctionnement. L’explication du developpement des competences n’en est pas pour autant celle d’un « constructivisme radical » : la conclusion rappelle l’importance des interactions, des transmissions sociales et le role de l’intervention mediatrice d’autrui dans la regulation de l’activite, pour promouvoir la reflexivite du sujet l’engageant comme acteur de sa propre transformation.

L’objectif de cet article est de presenter une methode d’analyse des communications orales entre medecins et infirmiers elaboree dans le cadre d’une recherche realisee lors de l’accompagnement de l’informatisation de l’activite hospitaliere de prescription – administration des medicaments. Le but sous-jacent est de comprendre l’impact de l’organisation de ces communications sur les activites cooperatives des deux partenaires afin de faciliter et d’assurer un accompagnement efficace lors de l’installation des outils. La methode mise au point nous permet (a) d’evaluer le caractere fonctionnel des activites cooperatives, (b) d’analyser la dynamique de la cooperation pour identifier le role de chacun des partenaires dans la relation cooperative et (c) d’identifier les contenus representationnels necessaires a un bon deroulement des activites.

Cet article propose un cadre d’analyse de l’activite des moniteurs en conduite automobile, qui est mis en œuvre dans une etude exploratoire portant sur les dimensions collectives du travail. L’etude porte sur les situations dans lesquelles plusieurs moniteurs suivent successivement un meme eleve. Les donnees recueillies en situation aupres de deux moniteurs experimentes sont codees de facon a pouvoir caracteriser les types d’interventions des moniteurs sans en perdre le contenu et identifier l’impact du suivi collectif sur l’organisation et le contenu des interventions. Les resultats mettent, notamment, en evidence des differences interindividuelles des moniteurs et le caractere multifonctionnel de la fiche de suivi des eleves, concu comme un instrument de l’activite collective. Ces resultats sont discutes en soulignant les pistes qu’ils indiquent a la fois pour transformer la situation de travail et la formation des moniteurs et pour de futurs travaux sur l’activite de ces professionnels.

Nous presentons un travail methodologique illustrant l’elaboration et la mise en oeuvre d’indicateurs de differents niveaux pour analyser comment les enseignants de mathematiques mettent, en classe, les eleves sur le chemin des connaissances (au college et lycee). Ces indicateurs interviennent dans des analyses de transcriptions de discours tenus en classe par les enseignants. Il s’agit de reconstituer les activites possibles des eleves a partir des tâches proposees et des deroulements organises par l’enseignant. C’est dans un double mouvement de conversion, entre theorie et observables, que s’elaborent ces indicateurs : ils doivent donner acces, a partir des donnees, aux dimensions retenues pour caracteriser les activites des eleves en relation avec leurs apprentissages eventuels ulterieurs. Apres avoir precise l’inscription de nos recherches dans la theorie de l’Activite et delimite notre etude, nous exposons notre methodologie en toute generalite. Nous illustrons le detail de la mise en oeuvre sur un exemple. Enfin nous discutons du transfert eventuel de cette methodologie pour l’etude de l’activite didactique des formateurs en formation professionnelle.

This paper presents an empirical study for extending the ecological safety model developed for individual activity (Amalberti in La conduite des systemes a risques, PUF, 1996; Hoc and Amalberti in J Cogn Eng Decis Mak 1:22–55, 2007) to collective management. The study took place in a medical emergency center (SAMU) and focused on individual contribution to safety of collective management. The experiment aimed at extending the domain of validity of the conclusions of a previous study (Marc and Amalberti in Trav Hum 65:217–242, 2002) showing that individual intervention (as an actor and as an observer) in collective action was a matter of ecological safety. A “pseudo-simulation” was designed for confronting experienced PARMs and physicians of the SAMU with a series of “safety events” in the functioning of “their” emergency center. In the position of observers, participants were asked to comment on what they observed during a series of short periods of simulated activity and to assess situation mastery by the various actors observed. The results confirm that the model of ecological safety is directly relevant for collective management of “technical errors”: as observers, participants reacted to safety events depending on their potential consequences; not all “erroneous” actions oriented toward task performing were detected, and if detected they were not always identified; participants focused mainly on errors they observed which might have operational consequences on the global quality of safety management in the center. Concerning “non-technical errors” in collective work, participants were focusing on safety management by the physician as the responsible for the center safe functioning; they were less prone to identify safety events related to teamwork itself. These last results can be interpreted at the light of an extension of the ecological model of safety management for taking into account the teamwork-oriented dimension in collective work.

In this paper we tackle the issue of an eventual stability of teachers’ activity in the classroom. First we explain what kind of stability is searched and how we look for the chosen characteristics: we analyse the mathematical activity the teacher organises for students during classroom sessions and the way he manages the relationship between students and mathematical tasks. We analyse three one-hour sessions for different groups of 11 year old students on the same content and with the same teacher, and two other sessions for 14 year old and 15 year old students, on analogous contents, with the same teacher (another one). Actually it appears in these two examples that the main stabilities are tied with the precise management of the tasks, at a scale of some minutes, and with some subtle characteristic touches of the teacher’s discourse. We present then a discussion and suggest some inferences of these results.

International audience; The aim of this study was to provide a better understanding of the scaffolding activity of instructors during driving lessons in a French urban traffic context. It focuses on three common and risky tasks: turning right, turning left and overtaking. Data were based on fine-grained longitudinal analyses of the records of five driving lessons involving four student-instructor dyads. The instructor scaffolding activity was analyzed throughout training e an original approach in the sphere of driving. The results show that the instructors implemented the learning process using an integrative approach based on‘cutting’ and ‘decoupling’ the driving task rather than the step-by-step method recommended in the curriculum. They transferred the responsibility of the driving components to the students in a similar order: 1) technical maneuvers, 2) situation identification and 3) goals focusing on other road users. As expected, student autonomy and efficiency in driving increased as the training progressed.However, at the end of training, uncertainties remained with regard to the execution of basic sub-goals in complex situation; moreover, the instructors were still in charge of the navigational task. The results were discussed and suggestions were made to improve instructor training with a view to increasing their efficiency in teaching students.

Resume Cet article presente des objectifs et une methodologie pour analyser les pratiques des enseignants et des enseignantes de mathematiques a partir de deroulements de seances en classe. Les transcriptions recueillies sont etudiees de deux points de vue complementaires: les premieres analyses sont liees aux apprentissages potentiels des eleves, reconstitues a partir des activites des eleves et de l'itineraire mathematique que l'enseignant ou l'enseignante a propose en classe, les autres analyses s'appuient sur le point de vue de l'enseignant ou de l'enseignante exercant son metier dans une institution, parmi des collegues, et en faisant jouer sa personnalite. Le travail de synthese mene a partir de ces analyses, conformement a notre hypothese de complexite et de coherence des pratiques, doit permettre de degager a la fois des contraintes communes a tous les enseignants et enseignantes d'un meme niveau et des marges de manœuvre au niveau de la classe, investies de maniere differente par chacun. On propo...

IF=2.244; International audience; ObjectiveTo compare the impact of CPOE implementation and of the workplace organizational determinants on the doctor–nurse cooperation and communication processes.MethodA first study was undertaken in eight different wards aimed to identify the different workplace organizations that support doctor–nurse communications’. A second study compared the impact of these organizations and of a CPOE on medication-related doctor–nurse communications.ResultsThe doctor–nurse communications could be structured into three typical workplace organizations: the common round, the briefing and the opportunistic exchange organizations. The results (i) confirmed the impact of the organizational determinants on the cooperative activities and (ii) demonstrated the CPOE system has no significant impact within a given workplace organization.ConclusionThe success of the implementation of HIT applications relies partly on the identification of the actual (and sometimes hidden) structuring variables of teamwork and ultimately on their control at the time of implementation to ensure the quality and safety of the patient care provided.

International audience; Cette brochure rassemble quelques chapitres en français d'un livre en cours d'édition anglaise chez Sense Publisher : "The mathematics classroom : students 'activities and teachers' practices". Ce livre est lui-même adapté du livre paru aux éditions Octarès en 2008 La classe de mathématiques : activités des élèves et pratiques des enseignants. Ce sont les chapitres du livre en français réécrits ou ajoutés pour la version anglaise. Chacun de ces deux ouvrages a pour objectif de regrouper des travaux en didactique des mathématiques, portant sur l'enseignement secondaire et supérieur, qui donnent une aussi grande importance aux acteurs (élèves et enseignants) qu'aux mathématiques et à la situation scolaire. Ces travaux s'inscrivent dans le cadre très général des théories de l'activité et du développement.

In this chapter, we will present a comparative study examining excerpts from two geometry classes1 taught by the same teacher.2 The classes involve students in two different grades at the same junior high school.

The goal of this chapter is to propose a theoretic framework to analyze the structured activities of teachers and their students, and to provide support for some inferences regarding teachers’ training in professional competencies1 and students’ acquisition of knowledge in specific disciplines.

Objectives: In some driving schools in France, several trainers may successively train a single trainee. This situationcan be described as a case of asynchronous collaboration.In this paper, we examine the consequences of this situation in two different studies: the first explores the trainers’ activity whilethe second concerns the trainees.Participants: The participants in the first study were 6 trainers with different levels of experience, each working with 2 differenttrainees. Four of them met their trainees for the very first time. The second study included 150 trainees from 13 driving schoolsin Paris.Methods: In the first study, the driving lessons were recorded and fully transcribed before a thematic analysis was conducted. Inthe second study, the trainees completed a questionnaire. We collected both socio-demographic and driver training data.Results: In the first study, we observed that changing trainers during a trainee’s driving course had an impact on the trainers’activity. We identified difficulties in establishing a diagnosis of the trainee’s progress, and the organization of the driving lessonwas altered. The second study highlighted the fact that changing trainers at the beginning of a course increased the duration ofthe training period.Conclusion: The impacts of changing trainers during a trainee’s driving course are discussed with regard to both the trainers’scaffolding activity and the trainees’ skill development.

OBJECTIVES: In some driving schools in France, several trainers may successively train a single trainee. This situation can be described as a case of asynchronous collaboration. In this paper, we examine the consequences of this situation in two different studies: the first explores the trainers' activity while the second concerns the trainees. PARTICIPANTS: The participants in the first study were 6 trainers with different levels of experience, each working with 2 different trainees. Four of them met their trainees for the very first time. The second study included 150 trainees from 13 driving schools in Paris. METHODS: In the first study, the driving lessons were recorded and fully transcribed before a thematic analysis was conducted. In the second study, the trainees completed a questionnaire. We collected both socio-demographic and driver training data. RESULTS: In the first study, we observed that changing trainers during a trainee's driving course had an impact on the trainers' activity. We identified difficulties in establishing a diagnosis of the trainee's progress, and the organization of the driving lesson was altered. The second study highlighted the fact that changing trainers at the beginning of a course increased the duration of the training period. CONCLUSION: The impacts of changing trainers during a trainee's driving course are discussed with regard to both the trainers' scaffolding activity and the trainees' skill development. Language: en

Promoting self-assessment accuracy among student drivers could help improve road safety for young novice drivers (Minimum Requirement for Driving Instructor Training, 2005). It is crucial to investigate the development of this ability in student drivers, although few studies have been conducted on this issue to our knowledge. The present study was aimed at examining the development of accuracy in student drivers' self-assessments. Students' self-ratings of their skills were compared to instructors' ratings based on the students' progression through the four steps of the French driver training course. The ratings were collected from two versions of an ad hoc questionnaire about students' ability to turn right, overtake another vehicle, and turn left in driving situations. The questionnaire included a three-part assessment scale (six driving subtasks required to perform the maneuver, the number of driving subtasks managed simultaneously, and the student's autonomy), demographic data, and the students' progress in the training program. The participants were 149 student drivers (58 men and 91 women) with a mean age of 22.2 years, and 38 professional driving instructors (36 men and 2 women) from 13 driving schools in Paris. The psychometric quality of the scale was satisfactory (α(s)>.9) concerning the self-ratings as well as the instructors' ratings in the three parts of the scale. As a whole and as expected, the self-ratings and the instructors' ratings became increasingly positive as the training progressed, on each part of the assessment scale. The students' and the instructors' ratings did not differ significantly between the three driving situations tested, nor between male and female students in each training step. Furthermore, students' overestimation of their driving skills was mainly observed on step 1, less on steps 2 and 3, but never on step 4. Thus, the students became rather aware of their current driving skills as the driver training course progressed. The results on the development of the self-assessment accuracy in driver training are discussed.

This study addresses the question of the respective impact of organizational vs. technical environment variables on the collaborative aspects of healthcare work situations. It analyzes the physicians-nurses communications during the medication use process, according to both the organization of their work and their technical environment. Participant observations, interviews and recording of the dialogs were performed in 4 hospitals functioning with either a CPOE or a Paper based system. The study (i) presents the identification and description of the communications' processes involving doctors-nurses face-to-face communications and the supports that mediate medication information and (ii) focuses on the amount of face-to-face communications depending on the organization of work and the technical system used. The analyses demonstrate that the organizational variables have a larger impact than the technical environment on the quality and quantity of the communications and cooperation activities.

This exploratory study was carried out during a postlicense training program for senior drivers. The aim was to study driving-ability assessments made by 37 older drivers and by instructors, according to age (

International audience; Promoting self-assessment accuracy among student drivers could help improve the road safety for young novice drivers (Minimum Requirement for Driving Instructor Training, 2005). However, it is essential to first examine the time course of student drivers’ assessments of their own driving skills. As a result, the present study examined the time course of student drivers’ self-assessments in relation to their general driving abilities during the four steps of French driver training. We used Victoir et al.’s (2005) self-efficacy scale, which we translated into French. We set four goals for the present study: (1) to examine the psychometric qualities of this self-assessment scale, (2) to study the time courses of the students’ self-assessments, (3) to investigate the relationship of these time courses to the number of driving hours that the students estimated that they needed to complete before taking the driving test, and (4) to compare the number of hours estimated by the students to the number of hours estimated by their driving instructors. In total, 150 students (58 men and 92 women) and 38 instructors from 13 driving schools in Paris participated in the present study. The self-assessment scale was composed of 12 items that were rated on a 7-point Likert scale that ranged from 1 (certainly so) to 7 (certainly not). The internal consistency of the scale was satisfactory (α = .88). The self-assessments became increasingly positive as the training progressed (at the beginning of training, M = 3.45 vs. at the completion of the training, M = 4.8). Globally, the men assessed themselves more positively than the women. However, no significant gender difference was observed at each training step. The students’ self-ratings were negatively correlated with the number of driving hours that they estimated they still needed before taking the driving test. This number did not differ significantly from the number of hours that was estimated by the instructors at each training step throughout the training. The results describing the time course of the student drivers’ self-assessments during driver training and this time course's correlation with the estimated number of driving hours still needed to take the driver test were discussed.