Group plots and subjectivation in a clinical training device for teaching residence professors

Abstract

Teaching practices constitute a main problem in initial and continuous education. In Argentina, the National Curricular Guidelines for Initial Teacher Training (Res. CFE No. 24/07) establish the integration between the fields of general and specific education and professional practices. The internships, which begin with institutional and class observations until the residence of the future teachers in a school group, involve mechanisms of inter-institutional coordination and supervision and articulated intervention of teachers of specific didactics of the institute, school counselors and internship and residency teachers, in a context of increasing social inequality.
According to the complexity and uniqueness of the field, this article shows progress results of a research project dedicated to the study of the clinical group education device that we implemented for professional practice teachers. The objectives were directed to the analysis of the potential of the device to favor reflective processes that transform the ways of professional intervention and the identification of meanings, problems, and emerging education needs. This clinical group education device was developed in seven meetings and from the investigative dimension of the project, individualized monitoring of each teacher was carried out, as agreed in the first meeting, through an initial and final interview and informal intermediate contacts.
Here we analyze the observation registered of the meetings and the interviews with the participating teachers from the clinical sociology, pedagogy of training, institutional psychology, and psychoanalysis point of view. The first conjecture addresses the history of education and the stories of the professional life in the group space and in the communication space in the interview, as a meeting and recreation of psychosocial plots to support performance with subjectivation effects. The second conjecture takes up the observations of the participants on the conditions that enabled reflexive saying and listening in these spaces, and questions their value as mediations of new formative frameworks.