Reinventing a training program to support the professional development of inspectors and school principals: Overcoming difficulties and creating new actions through activity analysis
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Abstract
This article presents an empirical study on a new training program for the professional development of school inspectors and principals. The international literature reviews show that training based on the learning of managerial skills has limits. Another approach to training based on professional difficulties experienced and on authentic practice is necessary for school inspectors and principals. The study explores the effects of the training program “NeopassCadres” on the professional development of inspectors and school principals. A qualitative research design elaborated from a practice perspective and based on self-confrontation interviews with inspectors and school principals who participated in the program “NeopassCadres”. The results show the impact of the activity analysis on the professional development of inspectors and principals. The activity analysis is an opportunity to describe professional actions and difficulties, share experiences between peers, engage in professional debates on generic problems, identify progress in the practice, and assess the effectiveness of new actions. The study focuses on a case study in France. The number of participants is low; the results must therefore be supplemented by new studies on the impact of activity analysis on the professional development of inspectors and principals. The study contributes to the evolution of training for novice inspectors and novice school principals. The main contribution concerns the understanding of the process of professional development, linking it with individual and collective activity analysis. The other contribution relates to the evolution of the trainers' posture during viewing and analysis of videos. The study provides knowledge about training based on analyzing the “non-visible” dimensions of actors' activity at work. The activity analysis method helps inspectors and school principals evoke difficulties, motives, intentions, and emotions.
期刊介绍：
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.
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