Problematizing culture with video in teacher training

ABSTRACT

The article examines the problems faced by a group of pre-service teacher students when they are asked to analyze an intercultural situation. We wondered whether the use of video could foster critical reflection which is so difficult to achieve when it comes to observing one's own value judgments. The following research question will be considered: would the use of video make it possible to observe an intercultural situation in teacher training?

By intercultural we mean an approach that focuses on the processes of (re)actualization of plural identities in communication. The focus is less on culture as a determinant of ways of doing, speaking and being than on the way people use cultural traits to say/tell and judge each other in verbal and nonverbal communication. The article intends to open doors to new practices for intercultural education based on video annotation.

RÉSUMÉ

L'article interroge les problèmes posés à de futurs enseignants lorsqu'ils analysent une situation interculturelle à partir d'une vidéo. Il propose la question de recherche suivante : en quoi la vidéo permettrait-elle de problématiser une situation interculturelle ? Par interculturel nous entendons une démarche moins focalisée sur la culture comme déterminant des manières de faire, de dire et d'être que sur la manière dont on utilise des traits culturels pour se dire ou dire l'autre dans une communication verbale et non verbale. Notre article voudrait amener à de nouvelles pratiques pour l'éducation interculturelle à partir de l'annotation vidéo.

KEYWORDS:

• Video
• intercultural situation
• teacher education
• problematize
• criticism

MOTS-CLÉS:

• vidéo
• rencontre interculturelle
• formation d’enseignants
• problématiser
• critique

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Veronique Lemoine-Bresson

Véronique Lemoine-Bresson is a senior lecturer at the University of Lorraine (France). As a member of the ATILF laboratory, her research questions intercultural education issues in an institutional environment. She is currently directing the DIPERLANG research about preservice teacher training for diversity. Her thesis, defended in 2014, is entitled "Franco-German diversities: Intercultural and empowering practices in foreign language in primary schools”.

Virginie Tremion

Virginie Trémion is a senior lecturer at the Catholic University of Paris. She has completed a PhD in 2011 at the University of Lille in France on the development of intercultural competence through Cultura, a telecollaborative exchange program. Her current research interests lie in new approaches to teacher training and video in intercultural education.