Savoir implicite et formation professionnelle: un point de vue interactionnel sur la maîtrise d'un genre discursif lié à la profession de sage-femme

The mastery of discourse genres associated with professional practice is one sign of acquisition of a professional identity. What sorts of knowledge are highlighted in these discourses? What can apprentices' productions teach us in this regard? To bring some answers to these questions, we analyzed two dossier reviews presented during a work meeting by a student midwife. The student's lack of mastery, evident in the reactions of experienced midwives in the audience, was observed in the poor selection of facts to report: the student related details her interlocutors judged uninteresting and ignored events they saw as essential. These ignored elements show that an adequate selection of relevant information to report on can be seen as a sign of full acquisition of a professional identity related to the recent history of the profession and the implicit knowledge shared within this community of practice.