Article
French
ID: <
10.4000/osp.13916>
·
DOI: <
10.4000/osp.13916>
Abstract
This article presents the results of a study conducted on the practices of coaching in Accreditation of Prior Learning (APL) in a perspective that analyzes the discursive and interactional activities, and proposes training paths for coaches. To describe how the candidate’s experience is discussed, an analysis of the dialogues and the dynamics of role and place relationships is proposed. From the highlighting of the double dialogical and relational complexity of the APL interviews, the article presents the dialogical configurations instrumented by the actors during their interactions, and the use that could be made of them in terms of training for the APL coaches.