Citation

Vidal-Gomel C, Boccara V, Rogalski J, Delhomme P. Work 2012; 41(2): 205-215.

Affiliation

Laboratoire: CREN, Chemin de la Censive du Tertre, Université de Nantes, Nantes, France. christine.vidal-gomel@univ-nantes.fr

Copyright

(Copyright © 2012, IOS Press)

DOI

10.3233/WOR-2012-1285

PMID

22297784

Abstract

OBJECTIVES: In some driving schools in France, several trainers may successively train a single trainee. This situation can be described as a case of asynchronous collaboration. In this paper, we examine the consequences of this situation in two different studies: the first explores the trainers' activity while the second concerns the trainees. PARTICIPANTS: The participants in the first study were 6 trainers with different levels of experience, each working with 2 different trainees. Four of them met their trainees for the very first time. The second study included 150 trainees from 13 driving schools in Paris. METHODS: In the first study, the driving lessons were recorded and fully transcribed before a thematic analysis was conducted. In the second study, the trainees completed a questionnaire. We collected both socio-demographic and driver training data. RESULTS: In the first study, we observed that changing trainers during a trainee's driving course had an impact on the trainers' activity. We identified difficulties in establishing a diagnosis of the trainee's progress, and the organization of the driving lesson was altered. The second study highlighted the fact that changing trainers at the beginning of a course increased the duration of the training period. CONCLUSION: The impacts of changing trainers during a trainee's driving course are discussed with regard to both the trainers' scaffolding activity and the trainees' skill development.

Language: en