Vidal-Gomel C, Boccara V, Rogalski J, Delhomme P
Laboratoire: CREN, Chemin de la Censive du Tertre, Université de Nantes, Nantes, France.
Work. 2012;41(2):205-15. doi: 10.3233/WOR-2012-1285.
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.
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.
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.
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.
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.
在法国的一些驾校中，可能会有几位教练先后培训同一名学员。这种情况可被描述为一种异步协作的案例。在本文中，我们在两项不同的研究中考察了这种情况的后果：第一项研究探讨教练的活动，第二项研究则关注学员。
第一项研究的参与者是6名经验水平不同的教练，每位教练与2名不同的学员合作。其中4名教练是首次与他们的学员见面。第二项研究包括来自巴黎13所驾校的150名学员。
在第一项研究中，驾驶课程被录制下来并在进行主题分析之前进行了完整的转录。在第二项研究中，学员们完成了一份问卷。我们收集了社会人口统计学和驾驶员培训数据。
在第一项研究中，我们观察到在学员的驾驶课程中更换教练会对教练的活动产生影响。我们发现难以对学员的进步做出诊断，并且驾驶课程的组织也发生了改变。第二项研究突出了这样一个事实，即在课程开始时更换教练会延长培训期的时长。
就教练的支架活动和学员的技能发展而言，讨论了在学员驾驶课程中更换教练的影响。
