The collective dimension of reflective practice: the how and why

Collin, Simon et Karsenti, Thierry (2011). « The collective dimension of reflective practice: the how and why ». Reflective Practice, 12(4), pp. 569-581.

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Résumé

In order to help future teachers develop reflective practice, many initial training programs provide support devices, both individual and collective. In the second case, the collective dimension of reflective practice raises some theoretical issues, given that reflective practice is primarily conceptualized as an individual process. This article attempts to conceptualize the relationship between reflective practice and verbal interaction in a collective approach to reflective practice. To do so, we transpose Vygotsky’s concept of semiotic mediation to the concept of reflective practice. From there we develop a model of interactional reflective practice. We then discuss potential conceptual and methodological extensions, conceptual limitations, and future research directions.

Type: Article de revue scientifique
Mots-clés ou Sujets: reflective practice; teacher education; social and verbal interaction
Unité d'appartenance: Faculté des sciences de l'éducation
Faculté des sciences de l'éducation > Chaire de recherche du Canada sur les enjeux socioculturels du numérique en éducation
Déposé par: delegation Étienne Van Steenberghe
Date de dépôt: 21 févr. 2019 14:31
Dernière modification: 21 févr. 2019 14:31
Adresse URL : http://archipel.uqam.ca/id/eprint/12262

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