Abstract
The carriage driving is growing. Currently, the expertise of this discipline stays in the hands of some leaders. Yet the renewal for this activity requires to train a more important number of leaders being careful to propose an offer of modern and quality training. Furthermore, it turns out that the carriage driving is a complex and difficult activity to teach. It is in a renovated environment of training that joins this research. The leaders-trainers beside researchers see again their teaching methods, test new tools, try to establish a cohesion in the progress between both schools in charge of long trainings. They need to know the effects of this new environment of learning on the leaders-trainees. The objective of the research is to quantify the efficiency of an innovative method of learning in the field of the carriage drinving to be able to generalize it in other domains. The objectives of this thesis are at the same time to grow up the research and to act on the field. It will be a question of understanding better the processes of development of the skills in the carriage drinving to ensure that the created various tools and situations of trainings correspond to it. This research with comprehensive and transformative aims will lean on an ethnographical survey, an in situ annual report, explicitations interviews and autoconfrontation interviews. On the basis of these data, the analyse of “cours d’action” (Theureau, 2004) novice leaders in simulation and training situation on the field will be led to reconstruct and model the typical dimensions in their activity of learning – development. This research joins in a balance between three fields: the use of the video viewing in vocational training, the exploitation of the environments simulators and practical situations.The analysis of the “courses of life related to the project of training to the driving of the harnessed horses” allowed to track the processes of appropriation and silent transformations influencing the trajectories of the co-leaders trainees. First, this research has confirmed the thesis that learning transfers are emerging within the activity of trainees. Secondly, this research has shown that the whole driving training environment is better conceived as an organisation in which what transforms the activity of trainees is the meaning that flows between experiences. Our results invite to continue research on the activity of trainees interacting with real and simulated contexts in order to specify the phenomena that contribute to the enrichment of the creations of meaning.