Teaching transformations from video-based induction programs

International audience; The effects of video-based programs on teacher ability to notice are now well documented. However, evidences showing some concrete teaching transformations are still very few, especially because research often focuses on initial education. This contribution presents an exploratory study dealing with the influence of two types of video-based induction programs on trainee teachers’ (TT) teaching activity: one prescribing the learning objects (LO) and one not prescribing them. These programs have been designed on the same conceptual framework—an activity-based framework for work analysis (Durand, 2013)—but using different instructional approaches. The first type of program (P1) defines and plans the LO (e.g. craft rules or professional gestures) and TTs are taught by the facilitator through an iterative course. The second type (P2) does not: LO are supposed to emerge during TTs’ activity, which is guided by the facilitator in a digital environment. Using observation and self-confrontation interviews, data are collected to document TTs’ activity, alternatively during video watching and during teaching. The results highlighted that i) teaching transformations occur in both P1 and P2 provided that TTs live critical experiences; (ii) in P1, TTs tend to transform their activity provided that they experience the practical efficiency of the prescribed LO; (iii) in P1, some teaching transformations occur from unprescribed LO whereas some prescribed LO do not result in teaching transformation; (iv) in P2, sometimes no LO emerge. This study contributes to the empirical evidence showing the effects of video viewing on novice teachers’ teaching activity during their induction year.