Écriture réflexive et développement professionnel : quels indicateurs ?

Abstract

How can students’ written discourses serve as traces to infer their learning processes and/or their professional development processes? Which mediations internalized by the students influence this process? In order to answer these questions we consider professional development as resulting from mediations, regulations and reflexivity. Student teachers’ reflexive writings form the basis of our discourse analyses. These analyses take into account traces of professional knowledge building, of systems of regulations, of levels of reflexivity and of mediations. Eventually, these texts can be categorized according to different relations between objectivation-adaptation and subjectivization-development: acquisition of knowledge, appropriation-adaptation, “ongoing internalization” and “expertise”.

Keywords

• professional knowledge
• mediation
• reflexivity
• regulation
• portfolio