Résumé
Our research explores the dynamics of learners' lived experience: to this end we use the " course-of-action method " which originates in ergonomics and is based on the enaction paradigm. This method enables us to endeavor a fine grained analysis of the understanding processes of trainees in a teacher education course. Data are provided by video records and written traces from the course, but also by subsequent " self-confrontation interviews " in which one views oneself on video and report his/her lived experience. We first analyze all these data comprehensively by identifying successions of units of activity and of " conceptual links ". A second stage of comparative analysis investigates the understanding of the trainees. Results show that trainees' experience combined in various ways listening, reading, copying and thinking about these various sources of statements. Hence backtracking was frequent, leading trainees to partial and delayed understanding. Breakdown experiences of the trainees could entail a conceptual development, but they could also make them temporarily drop out from the course. By focusing on lived experience, our method complements other microgenetic approaches of learning insofar as it allows studying the dynamics of understanding even at moments when learners remain silent which are widespread in ecological situations.