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The writing of narratives is a frequently used educational tool in teacher education. This activity has several aims, such as bridging the gap between theory and practice, transforming experience into knowledge, and fostering consciousness and reflexivity among prospective teachers. We consider that the writing of narratives, framed with some guidelines, represents a mean to build professional knowledge. To get a better insight into the processes involved in the writing of narratives, this article examines the cognitive and discursive mechanisms that underlie professional development. We rely on indicators of professional development observed through a psycholinguistic analysis of narrative texts. This type of text analysis is anchored in a Vygotskian perspective, according to which language; thinking and action are interdependent in the constitution of an individual's system of mental representations. In this article, we present an educational artifact for narrative writing, a grid for the analysis of discourses in the context of teacher education (the Analysis of Discourses About Professional Apprenticeship grid), our methodological framework and some results. The use of this grid is illustrated with examples of the prospective teachers' narratives and questionings. Finally, we suggest that professional knowledge results from the convergence between enunciative undertakings, regulations of action, and conceptions and reflective spectrum. This convergence determines the strength of professional knowledge built. Moreover, the texts that have been analyzed reveal the fundamental questionings the trainee teachers have when faced with the task of textualizing their professional knowledge as well as the meaning they give to their activity.Keywords: narratives; teacher education; professional knowledge building; indicators of professional development; discourse analysis W riting exercises are commonly used in academic teacher education programs. Teachers undergoing training are given writing assignments to promote reflexivity and to assess the teaching expertise they have acquired. Consequently, the act Copyright © Springer Publishing Company, LLC Professional Development in Texts by Prospective Teachers 5of writing presents two aspects: It is a process-that is, a mechanism for reflection and the improvement of teaching practice-as well as a product, a demonstration of the evidence of teaching expertise (Berrill & Addison, 2010, p. 1178. Thus, it is considered a powerful tool for promoting the trainee's reflection and professional growth (Berrill & Addison, 2010;Ciuffetelli Parker, 2010;Connelly & Clandinin, 2006;Doyle & Carter, 2003). In the context of teacher education, narrative writing assignments are aimed at inciting the students to articulate their field experiences in the light of theoretical contributions. In that way, narrative writing in teacher education is an artifact aimed at reframing experience to transform it into professional knowledge.By looking more closely at writing as a representation of the re...

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Cette contribution vise essentiellement à répondre à deux questions : la résolution de problèmes constitue-telle un outil pertinent pour l'enseignement et l'apprentissage du français scriptural ? De surcroît, offre-t-elle un cadre d'analyse pour comprendre les pratiques enseignantes, les siennes propres en tant qu'enseignant ou celles de l'enseignement analysées par le chercheur ? Cet article analyse comment des apprenants d'âges très divers, dans des dispositifs différents, résolvent des problèmes de lecture, d'écriture et d'orthographe, avec l'aide plus ou moins directe de leur enseignant.