Abstract
Designing the Néopass@ction training platform by observing trainee teachers at work: challenges and procedures. Currently education in France does not take sufficient account of the difficulties students may encounter in their chosen profession. The Neopass@ction platform is a response to the wish to provide nationally available professional reference criteria based on teachers' actual work as resources for distance education, or for more formal training with supervisors or tutors present. This article describes how the Neopass@ction platform was designed, with several stages connecting training and research. These were based on theoretical assumptions about assistance with professionalization, using an enactive approach to analyse the teachers' work. The design of Neopass@ction focuses on teaching at two specific levels: (a) modelling typical changes in teaching observed in trainee teachers helps to structure the organisation and contents of this resource and (b) scenarios derived from modelling the changes may alter the approach young teachers take during their training and, consequently, their classroom practices. These procedures for changing working methods are valuable aids for continually updating the platform, which is essential because of how the teaching profession is evolving and how this will affect the way trainee teachers work.