%0 Journal Article
%T De l¡¯usage du r¨¦f¨¦rentiel d¡¯activit¨¦s pour s¡¯autoriser ¨¤ devenir formateur donc guide et accompagnateur
%A Michel Vial
%A Val¨¦rie Guillemot
%J Questions Vives : Recherches en ¨¦ducation
%D 2011
%I Universit¨¦ de Provence
%R 10.4000/questionsvives.434
%X A partir de six entretiens semi-directifs r¨¦alis¨¦s par quatre interviewers, ¨¦tudiants en Sciences de l¡¯Education aupr¨¨s de professionnels de l¡¯accompagnement et de formateurs dont l¡¯activit¨¦ inclut une dimension accompagnement, cet article pr¨¦sente, ¨¤ partir des propos des interview¨¦s, l¡¯enjeu identitaire et ¨¦thique ¨¤ devenir formateur, donc guide et accompagnateur. Il envisage ¨¤ partir des r¨¦sultats l¡¯usage du r¨¦f¨¦rentiel de l¡¯accompagnateur professionnel comme support d¡¯auto ¨¦valuation du formateur, dans la dimension accompagnement de son activit¨¦. In this article we present the results of a series of six interviews carried out with professional trainers and accompanists (coaches) from the field of adult education. Individual methods and practices are explored.  With the study arise various questions of identity and ethical challenges facing these professionals.  Our results suggest the possible interest of applying a grid of professional skills in the process of self-assessment especially with regards to the aspect of accompaniment (coaching) in their professional activity.
%K professional trainer
%K accompaniment (coaching)
%K grid of professionnal skills
%K self-evaluation
%K formateur
%K accompagnement
%K r¨¦f¨¦rentiel
%K auto-¨¦valuation
%U http://questionsvives.revues.org/434