The Collaborative Construction of Knowledge and Mutual Development between Researchers and Practitioners

This paper proposes a description and an analysis of training systems based on a collaborative construction of knowledge between teaching practitioners and researchers. These training systems lie within a perspective of mutual professional development of teaching practitioners and researchers, each partner being involved in a common project, the construction of knowledge.(Donnay and Charlier, 2001, 2006). They are based on a process of enrolment of the actors. We have identified the different stages and the attitudes which sustain this process.