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Professional writing as a complex space in devolution


Through oral or written words, each person is forced to look back at his or her professional experience to become aware of the knowledge and professional behavior that are built up in action, but this injunction to reflexivity, a necessary step in the process of professionalization, often meets “obstacles and resistance”. This chapter therefore proposes, in order to make teachers accept the need to resort to writing in vocational training, to understand it as a complex space in devolution. It focuses on data collected within the framework of a system of analysis of the activity of teachers and students, in the context of the experienced teachers in the schools. The chapter shows that for it to be possible to devolve a professional teaching space in a manner conducive to epistemic work at the level of professional action, through writing, it presupposes the devolution of space–time beyond the strict professional situation addressed.

Chapter 9.
9.1. Introduction
9.2. Devolving a storytelling space–time
9.2.1. Developing the narrative
9.2.2. From oral narrative to the devolution of writing
9.3. Developing fiction writing
9.3.1. Becoming a character in the text
9.3.2. A fairy tale character to move beyond reporting
9.4. Devolving the text as a space for mutual understanding
9.5. Storytelling as the devolution of a professional teaching space
9.6. Conclusion
9.7. References.
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Dates and versions

hal-03277649 , version 1 (04-07-2021)


  • HAL Id : hal-03277649 , version 1


Bruno Hubert. Professional writing as a complex space in devolution. Pablo Buznic-Bourgeacq. Devolution and Autonomy in Education, 9, ISTE; Wiley, pp.149-168, 2021, (Science, society and new technologies series. Education set), 978-1-78630-698-2. ⟨hal-03277649⟩
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