Écriture réflexive et développement professionnel : quels indicateurs ?
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...
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| Main Authors: | , |
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| Format: | Book |
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Université de Provence,
2009-06-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | 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". |
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| Item Description: | 1635-4079 1775-433X 10.4000/questionsvives.603 |