La mise en discours du temps en situation de formation professionnelle initiale: le cas du trempage de l’acier

This paper explores situated interactions in the field of vocational training. It examines how trainers elaborate and share knowledge related to time during moments of teaching of professional practices. Analyzing video-recorded sequences of interactions in a training center, we describe how trainers make this temporal knowledge accessible to apprentices. More specifically, we show how they progressively construct <i>sequential order, rhythm</i> and <i>duration</i> of specific gestures as relevant categories for performing actions in a professional way. We conclude with showing what the analysis has to bear on issues regarding the linguistic and non linguistic dimensions of professional competencies.