Evaluation of the effects of an initial training scheme designed to induce reflexivity among preservice teachers

Evaluation of the effects of an initial training scheme designed to induce reflexivity among preservice teachers

• Line Fischer, Université de Namur, Belgique

• France Dantinne, Université de Namur – Institut IRDENA, Belgique

• Evelyne Charlier, Université de Namur, Belgique

doi : https://dx.doi.org/10.18162/fp.2019.494

Résumé

This paper presents an analysis of the reflexivity components that emerge from the evaluation of an initial teacher training scheme at University of Namur, in Belgium, by preservice teachers. The training scheme, based on practice analysis, seeks to induce learner reflexivity. Written surveys were used to gather the student teachers’ perceptions of the scheme’s effects. Qualitative data analysis was applied to investigate which reflexivity components are found in their evaluation of the training scheme. The purpose of this evaluative research is to help trainers adjust the scheme based on training objectives.

Abstract

This paper presents an analysis of the reflexivity components that emerge from the evaluation of an initial teacher training scheme at University of Namur, in Belgium, by preservice teachers. The training scheme, based on practice analysis, seeks to induce learner reflexivity. Written surveys were used to gather the student teachers’ perceptions of the scheme’s effects. Qualitative data analysis was applied to investigate which reflexivity components are found in their evaluation of the training scheme. The purpose of this evaluative research is to help trainers adjust the scheme based on training objectives.