La réflexivité : entre l’expérience déstabilisante et le changement?

Abstract

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Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

“…This means that the different rewritings were beneficial for the students (Colognesi & Lucchini, 2016; Lee, 2011). In addition, we showed that these portfolio rewrites allowed participants to document and conceptualize their practices (Hamilton, 2017; Loughran, 2014), make better connections between theory and practice (Altet et al, 2013), and find ways to improve their teaching practices (Chaubet et al, 2019; Waege & Haugalokken, 2013). In this sense, the writing of the portfolio indeed had a knowledge-weaving role (Hamilton, 2020).…”

“…Four criteria (Table 2) were used to measure the development of students’ reflective competence, with reference to the aspects of reflective analysis (Chaubet et al, 2019): observe situations (Criterion 1: describe one’s practices) from new angles, document them to understand their multiple facets (Criteria 2 and 3: make theory-practice links to give meaning and master concepts used) and identify, through progressive analysis, possible solutions and actions (Criterion 4: development over time).…”

“…Altet (2004) explained that reflexivity involves a know-how analysis that contributes to professional development. To be reflective, “it is necessary to learn to observe situations from new angles, to document it in order to understand their multiple facets and to identify, through progressive analysis, possible solutions and actions” (Chaubet et al, 2019, p. 3).…”

“…Reflexivity has an important place in the competence frameworks for (future) teachers (see, for example, Council of Chief State School Officers, 2013; European Parliament and Council, 2008). Being reflective means being able to observe situations from different angles to understand what happened and, ultimately, identify positive aspects or solutions and actions for improvement (Chaubet et al, 2019). In the field of teacher training, encouraging reflexivity is an important element in many training activities, particularly those related to practical situations coming from alternative forms of training (Balslev et al, 2017): internships, on-the-spot interviews, co-evaluations (Maes et al, 2019a, 2019b), and the like.…”