The autonomy in question (s) ; L'autonomie en question(s)
What are the implications for the teacher of a stated desire to develop the autonomy of his/her students? We propose to approach this issue in terms of design and support from a two complementary perspective: that of 'competent action located' and that offered by the socio-constructivist approach. It will lead us to question the place and role of mentoring, learning strategies, social and emotional strategies, motivation and collaborative work in the development of autonomy on the part of the teacher, the learner or peers. ; International audience ; What are the implications for the teacher of a stated desire to develop the autonomy of his/her students? We propose to approach this issue in terms of design and support from a two complementary perspective: that of 'competent action located' and that offered by the socio-constructivist approach. It will lead us to question the place and role of mentoring, learning strategies, social and emotional strategies, motivation and collaborative work in the development of autonomy on the part of the teacher, the learner or peers. ; Quelles sont les incidences, pour l'enseignant, d'une volonté affirmée de développer l'autonomie de ses étudiants ? Nous nous proposons d'approcher cette question sur le plan de la conception et celui de l'accompagnement dans une double perspective complémentaire, celle de l' " agir compétent situé " et celle offerte par l'approche socio-constructiviste. Elle nous amènera à nous interroger, du côté de l'enseignant, de l'apprenant ou des pairs, sur la place et le rôle de l'étayage, des stratégies d'apprentissage, sociales et affectives en particulier, de la motivation ainsi que du travail collaboratif dans le développement de l'autonomie.