La réflexivité : exercice pédagogique et outil d’accompagnement aux cycles supérieurs
The results presented in this paper stem from an exploratory qualitative co-constructed auto-ethnography on reflexivity in graduate students. Reflexivity promotes analytical and critical self-assessment of a person's position, role and professional practices. The purpose of this study is to get...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Association Internationale de Pédagogie Universitaire
2012-11-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/672 |
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| Summary: | The results presented in this paper stem from an exploratory qualitative co-constructed auto-ethnography on reflexivity in graduate students. Reflexivity promotes analytical and critical self-assessment of a person's position, role and professional practices. The purpose of this study is to get a better understanding of the contribution of reflective practice in masters’ or doctoral students’ development. The data is comprised of self-reflective texts written by six graduate students, namely the authors of this article. A general inductive analysis of the data has highlighted three dimensions related to identity: the person, the student and the novice researcher. The results of the study demonstrate that reflexivity is indeed a beneficial pedagogical exercise and mentoring tool for graduate students. |
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| ISSN: | 2076-8427 |