Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory: Case study from a French university institute of teacher training The goal of this study was to evaluate the effects of the joint training activities of a cooperating teacher and a university supervisor during an advisory visit on (a) the professional development of a preservice teacher’s activity and (b) the reorganization of mentoring activity following this visit. The results are considered from a theoretical perspective based on cultural-historical psychology (Vygotsky, 1978; 1997; 2003; Leontiev, 1984) and the clinical study of activity (Clot, 2003; 2004; 2008; Clot & Faïta, 2000). The discussion focuses on the conditions that led to the greater effectiveness of the advisory visit, which is an integral part of teacher training programs that alternate classroom work with co-analysis of the work. Proposals are also made for new directions in training supervisors and cooperating teachers with a view to building a training team.
Preservice teacher, Triadic supervision, Joint scaffolding, Professional activity development, Co-analysis of work