Apprendre à enseigner. Un défi pour l’enseignement et la recherche

The article presents the course and some results of an innovative training system for future primary school teachers in the field of classroom management which included the management, video-documentation and video-analysis of a lesson in a natural setting. The analysis of the recurring patterns of interaction expressed by the students on their self-assessment forms suggests that the training system adopted might be conducive to the phenomenological and operational interpretation of potentially inclusive models of educational interaction ; however, external analysis of the videos shows that there are widespread areas of educational requirements to be monitored that deserve further investigation and a broader empirical knowledge base.