Abstracts
Résumé
La réflexion est un concept très utilisé en formation initiale à l’enseignement. En traçant un portrait de l’éventail de significations trouvées dans la littérature, les auteurs de cet article portent un regard critique sur ce concept. Ils dégagent en même temps une vision développementale mais non hiérarchisée de la réflexion, lui accordant un statut de métacompétence. Un schéma permet de préciser des dimensions écologiques et méthodologiques du processus de réflexion. Les auteurs concluent en interrogeant la position qu’occupe la réflexion à l’intérieur du référentiel de compétences qui guide la formation à l’enseignement au Québec.
Abstract
The concept of reflection is often used in initial teacher training. Exploring the range of meanings in the literature, the authors of this article take a critical look at this concept, while forming a developmental but non-hierarchical vision of reflection, giving it the status of meta-skill. An outline describes the ecological and methodological dimensions of the process of reflection. The authors conclude by questioning the position of reflection in the skill-referential continuum that guides teacher-training in Québec.
Resumen
La reflexión es un concepto ampliamente utilizado en formación inicial en educación. A partir de una descripción del conjunto de significados que nos ofrece la literatura, los autores de este artículo presentan un enfoque crítico de dicho concepto y despejan una visión desarrollista mas no jerarquizada de la reflexión, otorgándole un estatus de meta-competencia. Un esquema permite precisar las dimensiones ecológicas y metodológicas del proceso de reflexión. Los autores concluyen escrutando la posición que ocupa la reflexión al interior del referencial de competencias que guía la formación de los maestros en Quebec.
Download the article in PDF to read it.
Download
Appendices
Bibliographie
- Altet, M. (1996). Les compétences de l’enseignant professionnel : entre savoirs, schèmes d’action et adaptation, le savoir-analyser. Dans L. Paquay, M. Altet, E. Charlier et P. Perrenoud (dir.), Former des enseignants professionnels (p. 27-40). Bruxelles : De Boeck.
- Ashraf, H. et Rarieya, J. (2008). Teacher development through reflective conversations – possibilities and tensions: a Pakistan case. Reflective Practice, 9(3), 269-279.
- Beauchamp, C. (2006). Understanding Reflection in Teaching: A Framework for Analyzing the Literature. Thèse de doctorat. Montréal : McGill University.
- Boud, D., Keogh, R. et Walker, D. (dir.). (1985). Reflection: Turning Experience into Learning. New York : Kogan Page.
- Brockbank, A. et McGill, I. (2007). Facilitating Reflective Learning in Higher Education (2e éd.). Maidenhead, Berkshire : Open University Press, McGraw-Hill Education, McGraw-Hill House.
- Calderhead, J. et Gates P. (1993). Conceptualizing Reflection in Teacher Development. Londres : The Falmer Press.
- Conseil supérieur de l’éducation (1991). Rapport annuel 1990-1991 sur l’état et les besoins de l’éducation. La profession enseignante : vers un renouvellement du contrat social. Québec : Les Publications du Québec.
- Correa Molina, E. (1998). Le dossier professionnel : un outil témoin de l’évolution des capacités réflexives chez les apprenants maîtres. Mémoire de recherche inédit. Montréal : Université de Montréal.
- Crow, J. et Smith, L. (2005). Co-teaching in higher education: reflective conversation on shared experience as continued professional development for lecturers and health and social care students. Reflective Practice, 6(4), 491-506.
- Desjardins, J. (2000). Analyse critique du champ conceptuel de la formation réflexive. Thèse de doctorat. Montréal : Université de Montréal.
- Dewey, J. (1933/2004). Comment nous pensons. Paris : Les Empêcheurs de penser en rond.
- Donnay, J. et Charlier, E. (2006). Apprendre par l’analyse de pratiques : initiation au compagnonnage réflexif. Namur : Presses universitaires de Namur; Sherbrooke : Éditions du CRP.
- Ecclestone, K. (1996). The reflective practitioner : mantra or a model for emancipation? Studies in the Education of Adults, 28(2), 146-161.
- Eraut, M. (1995). Schön shock : a case for reframing reflection-in-action? Teachers and Teaching: Theory and Practice, 1(1), 9-22.
- Fendler, L. (2003). Teacher reflection in a hall of mirrors: historical influences and political reverberations. Educational Researcher, 32(3), 16-25.
- Gervais, C., Correa Molina, E. et Lepage, M. (2007). Teaching competencies during pre-service training: What do we know about their construction? Communication au symposium Studying Teacher Education du SIG Teacher Education, 12e Conférence biennale de l’EARLI, Budapest, août 2007.
- Goodfellow, J. (2000). Knowing from the inside: reflective conversations with and through the narratives of one cooperating teacher. Reflective Practice, 1(1), 25-42.
- Grimmett, P., Erickson, G., MacKinnon, G. et Riecken, T. (1990). Reflective practice in teacher education. Dans R. Clift, R. Houston et M. Pugach (dir.), Encouraging Reflective Practice in Education: An Analysis of Issues and Programs (p. 20-38). New York : Teachers College Press.
- Groom, B. et Maunonen-Eskelinen, I. (2006). The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland. Teaching in Higher Education, 11(3), 291-300.
- Houston, R. et Clift, R. (1990). The potential for research contributions to reflective practice. Dans R. Clift, R. Houston et M. Pugach (dir.), Encouraging Reflective Practice in Education: An Analysis of Issues and Programs (p. 208-224). New York : Teachers College Press.
- Jay, J. et Johnson, K. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
- Jonnaert, P. (2002). Compétences et socioconstructivisme. Bruxelles : De Boeck Université.
- Kolb, D. (1984). Experiential Learning as the Source of Learning and Development. Englewood Cliffs, NJ : Prentice Hall.
- Korthagen, F.A.J., Kessels, J., Koster, B., Langerwarf, B. et Wubbels, T. (2001). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, NJ : Lawrence Erlbaum Associates, Publishers.
- Korthagen, F. et Vasalos, A. (2005). Levels in reflection : Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47-71.
- Korthagen, F. et Vasalos, A. (2009, août). From Reflection to Presence and Mindfulness: 30 Years of Developments Concerning the Concept of Reflection in Teacher Education. Communication présentée lors du congrès EARLI, Amsterdam, Pays-Bas.
- Le Boterf, G. (2002). Développer la compétence des professionnels. 4e édition revue et mise à jour de Compétence et navigation professionnelle. Paris : Éditions d’Organisation.
- Lee, H.-J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21, 699-715.
- Louden, W. (1991). Understanding Teaching: Continuity and Change in Teachers’ Knowledge. New York : Teachers College Press Columbia University.
- Loughran, J. J. (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. Londres et New York : Routledge.
- MacLaughlin, T. (1999). Beyond the reflective teacher. Educational Philosophy and Theory, 31(1), 9-25.
- Makinster, J., Barab, S., Harwood, W. et Andersen, H. (2006). The effect of social context on the reflective practice of preservice science teachers: Incorporating a web-supported community of teachers. Journal of Technology and Teacher Education, 14(3), 543-579.
- Ministère de l’Éducation (2001). La formation à l’enseignement : les orientations, les compétences professionnelles. Québec : Gouvernement du Québec.
- Moon, J. (1999). Reflection in Learning and Professional Development: Theory and Practice. Londres : Kogan Page.
- Moran, M. J. (2007). Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 23(4), 418-431.
- Organisation et coopération de développement économiques (OCDE) (2005). La définition et la sélection des compétences clés, résumé. Extrait le 26 septembre 2008 de http://www.oecd.org/LongAbstract/0,3425,en_32252351_32235731_35693274_1_1_1_1,00.html.
- Osterman, K. et Kottkamp, R. (2004). Reflective Practice for Educators : Professional Development to Improve Student Learning (2e éd.). Thousand Oaks, CA : Corwin Press.
- Ottesen, E. (2007). Reflection in teacher education. Reflective Practice, 8(1), 31-46.
- Oxford, R. (1997). Constructivism : Shape-shifting, substance and teacher education applications. Peabody Journal of Education, 72(1).
- Paquay, L. (1994). Vers un référentiel de compétences professionnelles de l’enseignant? Recherche et formation, 15, 7-38.
- Pultorak, E. (1996). Following the developmental process of reflection in novice teachers: Three years of investigation. Journal of Teacher Education, 47(4).
- Richert, A. (1992). Voice and power in teaching and learning to teach. Dans L. Valli (dir.), Reflective Teacher Education: Cases and Critiques (p. 187-197). New York : State University of New York Press.
- Saussez, F. et Allal, L. (2007). Réfléchir sur sa pratique : le rôle de l’autoévaluation? Mesure et évaluation en éducation, 30(1), 97-124.
- Schön, D. A. (1983). The Reflective Practitioner. New York : Basic Book.
- Schön. D. A. (1987). Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning Professions. San Francisco : Jossey-Bass.
- Senge, P., Scharmer, C. O., Jaworski, J. et Flowers, B.S. (2004). Presence: Exploring Profound Change in People, Organizations, and Society. New York : Doubleday.
- Shoffner, M. (2008). Informal reflection in pre-service teacher education. Reflective Practice, 9(2), 123-134.
- Smyth, A. et Cherry, N. (2005). Reflective conversations about supervision: when things go awry. Reflective Practice, 6(2), 271-275.
- Sparks-Langer, G., Simmons, J., Pasch, M., Colton, A. et Starko, A. (1990). Reflective pedagogical thinking: How can we promote it and measure it? Journal of Teacher Education, 41(5), 23-32.
- Sundli, L. (2007). Mentoring – A new mantra for education? Teaching and Teacher Education: An International Journal of Research and Studies, 23(2), 201-214.
- Tardif, J. (2006). L’évaluation des compétences. Documenter le parcours de développement. Montréal : Chenelière Éducation.
- Tremmel, R. (1993). Zen and the art of reflective practice in teacher education. Harvard Educational Review, 63(4), 434-458.
- Valli, L. (1997). Listening to other voices: a description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67- 88.
- Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.
- Welsch, R. et Devlin, P. (2007). Developing preservice teachers’reflection: Examining the use of video. Action in Teacher Education, 28(4), 53-61.