ABSTRACT
Work from different currents of thought, and even different disciplines themselves, such as science education and ergonomics are converging towards a seemingly common object: to involve narratives and speeches of professionals in training novice practitioners. While the problem, in general, is not new, its actualization in specific areas and its concrete implementation steps raise new questions, at least on the proposed tools. We will consider them with reference to two examples of French professional development actions: self-development of novice teachers through the platform Neop@ss-action, and the use of narratives in the professional development of ergonomists. We see in both cases attempts to "didactise" objects and processes selected within the sphere of discursive production.
Key-words:
Narrative; Professional Narrative; Discursive Practices; Self-Confrontation; "Didactisation"