Questioning as a means to support the transition from reflection to reflexivity

Questioning as a means to support the transition from reflection to reflexivity

• Suzanne Guillemette, Université de Sherbrooke, Canada

• Kevin Monette, Université de Sherbrooke, Canada

doi : 10.18162/fp.2019.493

Résumé

The purpose of any collective accompaniment is to analyze practices based on the real-life situations that professionals face. Two types of distancing must be applied in order to move from reflection as an analysis and adjustment of one’s own practice to the dimension of reflexivity: the ability to examine one’s practice at a distance or in practice, and the ability to examine one’s own manner of reflecting. As part of an action research project involving more than 50 participants consisting of school principals and learning support teachers, this paper discusses the role of questioning in supporting the transition from reflection to reflexivity.

Abstract

The purpose of any collective accompaniment is to analyze practices based on the real-life situations that professionals face. Two types of distancing must be applied in order to move from reflection as an analysis and adjustment of one’s own practice to the dimension of reflexivity: the ability to examine one’s practice at a distance or in practice, and the ability to examine one’s own manner of reflecting. As part of an action research project involving more than 50 participants consisting of school principals and learning support teachers, this paper discusses the role of questioning in supporting the transition from reflection to reflexivity.