Apprendre par l'expérience: Les conditions d'utilisation d'une approche expérientielle dans la formation professionnelle universitaire en psychologie

Authors

  • Lucie Mandeville Université de Sherbrooke

Abstract

Résumé

Le problème de la distance entre la formation universitaire et celui de la pratique professionnelle soulèvent un intérêt certain dans le domaine de l'éducation des adultes. Face à cette situation, l'approche expérientielle présente une alternative intéressante. Dans le but de mieux cerner les conditions d'utilisation d'une approche expérientielle, une recherche a été réalisée auprès de 17 personnes inscrites au département de psychologic de l'Université de Sherbrooke. Celles-ci ont été invitées à raconter une expérience ayant été significative à leurs yeux et ayant permis de développer des ressources utiles à leur pratique professionnelle. L'analyse des récits fait ressortir six dimensions de l'expérience : la continuité-transactionnelle de l'expérience avec l'environnement, la signifiance de l'expérience, l'engagement de la personne, la relation significative d'assistance, l'auto-réflexion, la reconnaissance de l'accomplissement. Les retombées théoriques et les implications pratiques en ce qui concerne l'apprentissage expérientiel dans la formation professionnelle en psychologic sont abordées dans la conclusion.

Some inconsistency between university training and professional practice has been observed in the adult education literature. In this context, the experiential approach offers an interesting alternative to professional learning. In order to better understand the propitious conditions for an experiential approach, a series of interviews were conducted with 17 students in the Psychology department at Université de Sherbrooke, who were asked to describe one significant experience linked to the improvement of their professional practice. Analysis of the narratives uncovered six significant dimensions of experience: transactional continuity between experience and the environment; the meaning of experience; personal involvement; a significant helping relationship; self-reflection; and recognition of accomplishment. The conclusion reports both practical implications and theoretical spin-offs regarding the role of experiential learning for professional training in psychology.

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Published

1998-11-01

How to Cite

Mandeville, L. (1998). Apprendre par l’expérience: Les conditions d’utilisation d’une approche expérientielle dans la formation professionnelle universitaire en psychologie. Canadian Journal for the Study of Adult Education, 12(2), 7–29. Retrieved from https://cjsae.library.dal.ca/cjsae/article/view/2977

Issue

Vol 12, No 2 (1998)

Section

Articles

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