From Guidelines to Reflexivity: A Portrait of Post-Internship Self-Assessments in Teacher Education

From Guidelines to Reflexivity: A Portrait of Post-Internship Self-Assessments in Teacher Education

• Noémie Debliquy, Université Catholique de Louvain, Belgique

• Catherine Deschepper, Université libre de Bruxelles, Belgique

• Stéphane Colognesi, Université Catholique de Louvain, Belgique

doi : https://dx.doi.org/10.18162/fp.2024.891

Résumé

Although writing an internship self-assessment is commonly used in training to foster the professional development of pre-service teachers, it remains underexplored. This lack of documentation is particularly notable regarding the support mechanisms employed to make this practice a real learning lever. Our study proposes an analysis of the guidelines orienting post-internship self-assessment. By conducting a content analysis of 66 guidelines collected from primary teacher training institutes in French-speaking Belgium, we have highlighted prescribed tasks, such as activating self-reflection through completing a template, writing a free-form text, and/or filling out a criterion-based grid.

Abstract

Although writing an internship self-assessment is commonly used in training to foster the professional development of pre-service teachers, it remains underexplored. This lack of documentation is particularly notable regarding the support mechanisms employed to make this practice a real learning lever. Our study proposes an analysis of the guidelines orienting post-internship self-assessment. By conducting a content analysis of 66 guidelines collected from primary teacher training institutes in French-speaking Belgium, we have highlighted prescribed tasks, such as activating self-reflection through completing a template, writing a free-form text, and/or filling out a criterion-based grid.