Résumé
Microgenetic learning analyses have been developed in a cognitive perspective, they allow retracing knowledge transformation; but they necessitate an important body of prior research for identifying "knowledge-in-piece" elements. A microgenetic approach in a phenomenal / enactivist perspective could offer other possibilities. We crafted such an approach in the context of a vocational training program for psychotherapist. Our method meets the three criterions defining a microgenetic approach: focusing on a period of rapidly changing competence / high density of observation / intensive data analysis. For five monthly seminars, we conducted in depth interviews during which three participants explicitated their experience during the different moments of each seminar. These data led us to identify units of activity and significant "distinctions" for describing the transformations of knowledge for these participants. The training program led participants to experience a multiplicity of different distinctions; a lot were about participants themselves. However, these distinctions were structured by a limited number of personal themes related to each participant's course of life. At this point of our research, we wonder if these findings come from the domain and the pedagogy of the training program we study, or from the framework we endorse. The study of knowledge transformation in the second part of the training program, during which structuring concept will be taught, could give us an answer.