Affiliations: Université de Nantes, Laboratoire: CREN, Chemin de
la Censive du Tertre, Nantes, France | Université Paris 8 – Vincennes – Saint-Denis,
Laboratoire: Paragraphe, Saint-Denis, France | Université Paris 8 – Vincennes – Saint-Denis,
Laboratoire: CHart, Saint-Denis, France | IFSTTAR, Laboratoire: LPC, Versailles – Satory, France
Note: [] Address for correspondence: C. Vidal-Gomel, Université de
Nantes, Laboratoire: CREN, Chemin de la Censive du Tertre, BP 81227, 44312
Nantes cedex 3, France. E-mail: christine.vidal-gomel@univ-nantes.fr
Abstract: Objectives: In some driving schools in France, several trainers may
successively train a single trainee. This situation can be described as a case
of asynchronous collaboration. In this paper, we examine the consequences of
this situation in two different studies: the first explores the trainers'
activity while the second concerns the trainees. Participants: The
participants in the first study were 6 trainers with different levels of
experience, each working with 2 different trainees. Four of them met their
trainees for the very first time. The second study included 150 trainees from
13 driving schools in Paris. Methods: In the first study, the driving lessons were recorded and fully transcribed before a thematic analysis was
conducted. In the second study, the trainees completed a questionnaire. We
collected both socio-demographic and driver training data. Results: In the first study, we observed that changing trainers during a trainee's driving
course had an impact on the trainers' activity. We identified difficulties in
establishing a diagnosis of the trainee's progress, and the organization of the
driving lesson was altered. The second study highlighted the fact that changing
trainers at the beginning of a course increased the duration of the training
period. Conclusion: The impacts of changing trainers during a trainee's
driving course are discussed with regard to both the trainers' scaffolding
activity and the trainees' skill development.
