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The special relationship of mentoring in agricultural testing facilities

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ID: <10670/1.62s7ri>


National audience. This communication is based on questions about the effects of farm installation support schemes on the professionalisation of learners (AFIP, 2007). These questions arise above all in the context of the recent deployment of tools and arrangements put in place by a set of development organisations (CIVAM, ADEAR, GAB, etc.). They seek to fill an institutional gap in coaching in the phase between training and installation, in response to the concerns of the profession. A vacuum which primarily concerns project promoters (PPs) outside the family. These projects are often part of diversified business systems characterised by short supply chains, high value-added activities, small areas and low investments. While the sustainability of these schemes and their economic effectiveness are at the heart of the concerns within the support organisations, we choose here to address these test experiments from the perspective of analysing the professional transmission processes that are being carried out there. The aim of our contribution is to understand what constitutes mentoring relationships in agricultural testing spacing. To do so, we look at the context of these relations by supporting how the concept of configuration clarifies the influence of mesoscopic challenges and conditions. The second part on the analysis of different classes of tutorial interaction in which work, learning and methods of cooperation are controversial and difficult to understand. Cross-referencing of contributions from vocational education (Mayen, 1999a, 2001; Vergnaud, 2001; Pastré et al, 2006; Rogalski, 2004, Rogalski and Leplat, 2011; Olry, 2008) and pragmatic sociology (Goffman, 1973; Thévenot, 1990, 2006) appears to be a fertile pathway to grasp the dual mentoring activity: produce with (mentor or learner), foster the development of the other (the learner ‘s professional learning, or the mentor’ s ability to understand learners’ needs for coaching). We rely on a dual competence: experience of animation in supporting activities in rural areas and networking of test spaces; and a researcher in education sciences working on professional transmission in organic farming. The study is based on interviews with learners, young people and mentors.

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