Collaborative Work in Developing a Reflexivity Training System: Effects on Trainers

Collaborative Work in Developing a Reflexivity Training System: Effects on Trainers

• Anaïs Corfdir, Université de Namur, Belgique

• Sandrine Biémar, Université de Namur, Belgique

• Kathleen Degrove, Université de Namur, Belgique

• Line Fischer, Université de Namur, Belgique

• Valérie Henry, Université de Namur, Belgique

• Jim Plumat, Université de Namur, Belgique

• Sophie Pondeville, Université de Namur, Belgique

• Philippe Snauwaert, Université de Namur, Belgique

• Arnaud Vervoort, Université de Namur, Belgique

• Evelyne Charlier, Université de Namur, Belgique

doi : https://dx.doi.org/10.18162/fp.2024.807

Résumé

This paper presents a study conducted by trainers at the University of Namur as part of a collaborative project aimed at creating a training program to develop reflexivity skills among future teachers. The study investigates the perceived effects of collaborative work among trainers on their professional development and practices. Data were collected through semi-structured interviews with trainers involved in the project and analyzed using thematic categorization. We identified perceived changes in identity and modifications in skills and professional practices resulting from the project. Finally, we discuss prospects for developing pedagogical innovations at universities.

Abstract

This paper presents a study conducted by trainers at the University of Namur as part of a collaborative project aimed at creating a training program to develop reflexivity skills among future teachers. The study investigates the perceived effects of collaborative work among trainers on their professional development and practices. Data were collected through semi-structured interviews with trainers involved in the project and analyzed using thematic categorization. We identified perceived changes in identity and modifications in skills and professional practices resulting from the project. Finally, we discuss prospects for developing pedagogical innovations at universities.