Promoting Reflective Competence in Pre-service Training: a Crossed Vision of Trainers and Trainees

Promoting Reflective Competence in Pre-service Training: a Crossed Vision of Trainers and Trainees

• Agnès Deprit, UCLouvain, Belgique

• Anne-Catherine Cambier, UCLouvain, Belgique

• Vanessa Hanin, UCLouvain, Belgique

• Pascale Wouters, UCLouvain, Belgique

• Catherine Van Nieuwenhoven, UCLouvain, Belgique

doi : 10.18162/fp.2022.727

Résumé

At the heart of teacher training programs, reflective competence contributes to the development of professionalism. While scientific research identify six ingredients to be integrated into the teaching methods used to support reflexivity, we wanted to observe whether students and their trainers perceive the relevance of these ingredients. Two types of data collections (semi-structured interview and collaborative research) were used to collect the opinions of the two groups of actors. The results show that the 6 ingredients are commonly identified as triggers for reflexivity (mainly the benevolent climate). Some nuances by category of actors are brought.

Abstract

At the heart of teacher training programs, reflective competence contributes to the development of professionalism. While scientific research identify six ingredients to be integrated into the teaching methods used to support reflexivity, we wanted to observe whether students and their trainers perceive the relevance of these ingredients. Two types of data collections (semi-structured interview and collaborative research) were used to collect the opinions of the two groups of actors. The results show that the 6 ingredients are commonly identified as triggers for reflexivity (mainly the benevolent climate). Some nuances by category of actors are brought.