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sufficiently consider the professional problems faced by
students when they enter the working world — we
developed the Néopass@ction platform in view of
proposing a reference base describing the real work of
teachers. The platform is designed to serve at the national
level as a resource either for web-based training, which
the learner does alone, or for instructor-led training
conducted in a classroom setting. The first section of this
article begins with a description of the main difficulties
identified in teacher education in France. It then gives a
brief history of videotraining at the international level,
followed by a presentation of how video-based training
has evolved through the incorporation of the results of
activity analysis. The second section describes the design
of the Néopass@ction platform following several phases
of coordination between research and training, based on
theoretical assumptions about possible aids for achieving
greater professionalism, and three different levels of
activity modeling: real activity on the job, transformations
of professional activity, and training trajectories for
navigating on the platform. The processes that transform
professional activity are precious aids for the "design-inuse"
of the platform, which in turn is transformed in the
light of professional progress made and the effects of its
use on the activity of teachers in training.
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