Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement
This contribution presents a new type of reflective writing assignment introduced last year (2014-15) for 2nd-year Master’s students doing their degree in secondary education and student teaching at the School of Education (ESPÉ) of the Université Paris-East Créteil (UPEC). The writing assignment is...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2016-11-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/9945 |
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| _version_ | 1850146922016276480 |
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| author | Marie-France Rossignol |
| author_facet | Marie-France Rossignol |
| author_sort | Marie-France Rossignol |
| collection | DOAJ |
| description | This contribution presents a new type of reflective writing assignment introduced last year (2014-15) for 2nd-year Master’s students doing their degree in secondary education and student teaching at the School of Education (ESPÉ) of the Université Paris-East Créteil (UPEC). The writing assignment is based on the analysis of observed lessons the students conducted in their schools. By providing precise guidelines for procedures and the written document itself, the assignment aimed to foster students’ ability as novice teachers to adopt a reflective stance with regard to their teaching practice and to help transform first-hand classroom experience into professional knowledge. The survey was carried out on a corpus of 30 texts collected from students teaching two disciplines (e.g., French and History) in a vocational high school. The data, exploited using a sociolinguistic approach, including various discourse analysis categories, revealed a typology of four distinct models of text production. The results show differentiated reflective processes both in terms of nature and expression, suggesting that students’ professionalism developed in a diverse variety of ways. Questions remain concerning the efficiency of the tool, how to improve it, how to define a more rigorous use of it by both student and tutor, and what measures may be taken for a more integrated approach to the development of reflective skills. |
| format | Article |
| id | doaj-art-49378835403d42f2b31ba77dc23c6df0 |
| institution | OA Journals |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2016-11-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-49378835403d42f2b31ba77dc23c6df02025-08-20T02:27:42ZfraNantes UniversitéRecherches en Éducation1954-30772016-11-0110.4000/ree.9945Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissementMarie-France RossignolThis contribution presents a new type of reflective writing assignment introduced last year (2014-15) for 2nd-year Master’s students doing their degree in secondary education and student teaching at the School of Education (ESPÉ) of the Université Paris-East Créteil (UPEC). The writing assignment is based on the analysis of observed lessons the students conducted in their schools. By providing precise guidelines for procedures and the written document itself, the assignment aimed to foster students’ ability as novice teachers to adopt a reflective stance with regard to their teaching practice and to help transform first-hand classroom experience into professional knowledge. The survey was carried out on a corpus of 30 texts collected from students teaching two disciplines (e.g., French and History) in a vocational high school. The data, exploited using a sociolinguistic approach, including various discourse analysis categories, revealed a typology of four distinct models of text production. The results show differentiated reflective processes both in terms of nature and expression, suggesting that students’ professionalism developed in a diverse variety of ways. Questions remain concerning the efficiency of the tool, how to improve it, how to define a more rigorous use of it by both student and tutor, and what measures may be taken for a more integrated approach to the development of reflective skills.https://journals.openedition.org/ree/9945professionalizationteacher trainingprofessional education |
| spellingShingle | Marie-France Rossignol Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement Recherches en Éducation professionalization teacher training professional education |
| title | Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement |
| title_full | Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement |
| title_fullStr | Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement |
| title_full_unstemmed | Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement |
| title_short | Un écrit réflexif pour la formation des enseignants-stagiaires d’un genre nouveau : l’analyse de la visite en établissement |
| title_sort | un ecrit reflexif pour la formation des enseignants stagiaires d un genre nouveau l analyse de la visite en etablissement |
| topic | professionalization teacher training professional education |
| url | https://journals.openedition.org/ree/9945 |
| work_keys_str_mv | AT mariefrancerossignol unecritreflexifpourlaformationdesenseignantsstagiairesdungenrenouveaulanalysedelavisiteenetablissement |