To cite this article:
Kharchenko, T. (2017). Seminars, analysing practices, in the professional training of teachers in the countries of the Western Europe. Osvitolohiya, 6, 169-175, doi: 

To link to this article:

Kharchenko Tetiana,
ORCID iD 0000-0002-4480-1585

Doctor of Pedagogical Sciences, Associate Professor, Professor of Roman Philology and Comparative-and-Typological Philology Department, Borys Grinchenko Kyiv University, 13-b Timoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.


There have been displayed the researches of Western-European theorists and practitioners of pedagogical education about global clinic training which, in accordance to their view, should become the basis of all complex of modern program of professional teacherstraining in the article. Proceed from the fact that theoretical knowledge, accumulated out of action context, cannot be the one that is being mobilized for solving professional tasks, Western-European scientists consider teachers’ training as intensive analysis training of pedagogical reality by means of theoretical ideas. Within clinic form of study organizing, practice of the intending teacher is simultaneously the activity in composing theoretical concepts and new knowledge as well as the activity directed toward integration and mobilization and the acquired skills and competences.

Pointing out that clinic training is impossible to imagine in one unique scheme of methods, they point out five basis components in its organization. This research narrates about peculiarities of analysis practice seminars’ organizing as one the methods of the development and transformation of teacher’s individuality – reflexive practitioner.  Having come to the conclusion that reflexive practice is more a matter of state than a distinct methodological competence, theorists and experts of pedagogical education of Western Europe state thatthe development of teachers’ individuality – reflexive practitioner occurs as a result of practice and intensive training where a student teacher has a number of cases to self-create general schemes of reflection and regulation, to find answers to all problematic questions. Educational supervisor plays coaching role in which he observes, sets goals, directs mental processes of the intending teacher. His functions are directed toward support and work regulation in self-analysis; these functions give intending teachers  the opportunity to interpret their practices and professional behavior, and, in such a way, to gradually create, organize specific skills and competences, while taking into account everybody’s personal experience.

Key words: clinic training;  practices’ analysis;  reflexive practitioner;  teacher’s individuality.  


The Law of Ukraine «On Education» of 1 April 2004 № 1060-XII.  Retrieved from (ukr).

Kharchenko, T. H. (2011). Rozvytok osobystosti vchytelia-refleksyvnoho praktyka yak priorytetna skladova protsesu humanizatsii pedahohichnoi osvity u Frantsii v druhii polovyni XX stolittia [The Development of the teacher’s individuality of reflexive practitioner as a prioritized component of humanization process of pedagogical education in France in the second part of the 20th century]. Visnyk Luhansʹkoho nacionalʹnoho universytetu imeniTarasa Shevchenka:Pedaghoghichni nauky, 5(216), 138–152 (ukr).

Kharchenko, T. H. (2011). Klinichnyi pidkhid do formuvannia osobystosti vchytelia-refleksyvnoho praktyka u Frantsii [Clinical аapproach toward the formation of teacher’s individuality of the reflexive practitioner in France]. Porivnjaljno-pedaghoghichni studiji : nauk.-ped. zhurnal1(7), 145–152 (ukr).

Kharchenko, T. H. (2011). Do pytannia pro rozvytok refleksii nad praktykoiu ta yii sutnistiu u frantsuzkii pedahohichnii osviti [The description of reflection development in practice and its essence in French pedagogical education]. Visnyk Luhansʹkoho nacionalʹnoho universytetu imeni Tarasa Shevchenka: Pedaghoghichni nauky, 13(224), 193–202 (ukr).

Altet, M. (1992). Une formation professionnelle par l’analyse des pratiques et l’utilisation d’outils conceptuels issus de la recherche: modes cognitifs et modes d’ajustement [Professional education on the basis of practice analysis and the usage of conceptual instruments of the scientific research]. Les Siences de l’Éducation pour l’ère nouvelle, 1–2, 27–58 (fr).

Altet, M. (1996). Les compétences de l’enseignant professionnel. Entre savoirs, schèmes d’action et adaptation : le savoir-analyser [Competences of the professional educator. Between knowledge, action schemes and adaptation: the ability to analyze]. M. Altet (Ed.). Paris, Bruxelles, France: De Bœck Université, 27–40 (fr).

Altet, M. (2000). L’analyse de pratiques : Une démarche de formation professionnalisante? [Practice analysis : Professional academic process ?]. Recherche et formation: Formes et dispositifs de la professionnalisation, 35, 25–39 (fr).
Blanchard-Laville, C., & Fablet, D. (1996). L’analyse des pratiques professionnelles [The analysis of the professional pratice]. Paris, France: L’Harmattan (fr).

Bussienne, É., & Tozzi, M. (1996). Analysons nos pratiques professionnelles [We analyse our professional practice]. Cahiers pédagogiques (septembre), 346, 10–63 (fr).

Champy-Remoussenard, P., & Rothan, M. (1999). De la mise en mots du travail à l’analyse des pratiques professionnelles: La formation d’étudiants de licence de Sciences de l’éducation [From theory to analysis of the professional activity:  Training of licentiate students in pedagogic]. Recherche et formation: Formation continue des enseignants: les MAFPEN et Après, 32, 163–184 (fr).

Dias-Chiaruttini, A. (2011). Former les enseignants au débat interprétatif: places et enjeux des styles enseignants [Teachers’ training to professional activity: different styles of teachers’ work]. Repères: recherches en didactique du français langue maternelle, 44. doi: 10.4000/reperse.170 (fr).

Lamy, M. et al. (1996). L’analyse des pratiques en vue du transfert des réussites [Practice analysis with the purpose of sharing experience]. Paris, France: Ministère de l’Éducation nationale, de l’Enseignement supérieur et de la recherche (fr).
Maillebouis, M. (1997). Un nouveau regard sur l’action éducative : l’analyse des pratiques professionnelles [New approach to educational action: the analysis of professional practice]. Perspectives documentaires en éducation, 41, 35–67 (fr).

Perrenoud, Ph. (1998). Delalternance à larticulationentrethéoriesetpratiquesdanslaformationdesenseignants [Fromalternationtotheoryconnectionwithpracticeinthefieldofpedagogicaleducation]. Ph. Perrenoud (Ed.). Paris, France: PUF, 153– 199 (fr).

Perrenoud, Ph., Triquet, E., & Fabre-Col, C. (1998). De l’analyse de l’expérience au travail par situations-problèmes en formation des enseignants [From experience analysis to work over problematic situations]. Recherche (s) et formation des enseignants, 89–105 (fr).

Perrenoud, Ph. (2001). Développer la pratique réflexive dans le métier d’enseignant [The development of reflexive practice in teacher’s profession]. Paris, France: ESF éditeur (fr).

Perrenoud, Ph. (2011). Le travail sur l’habitus dans la formation des enseignants. Analyse des pratiques et prise de conscience [Work over habitus in teachers’ training. Practice analysis and understanding]. Former des enseignants professionnels: Quelles stratégies? Quelles compétences? Ph. Perrenoud (Ed.). Bruxelles, Belgium: De Bœck, 181–208 (fr).


 Full Text: PDF (ukr.)