Construction de la pratique réflexive dans l’interaction en ligne des enseignants-stagiaires
AbstractReflective practice has become a key competence in pre-service teacher education (Mansveld-Longayroux, Beijaard, and Verloop, 2007), often developed during practicum, in particular through devices integrating online interactions. This association originally comes from the idea that socio-cognitive potential of online interaction is likely to support adequately trainee teachers' reflective practice (Barnett, 2002; Zhao & Rop, 2001). After conceptualizing the relationship between reflective practice and online interaction within the conceptual framework of interactional reflective practice, this exploratory qualitative study aims to examine how reflective practice is built through student teachers' online interaction. To achieve this, we have coded then analyzed online interactions of three student teachers groups (N = 34) by adapting the Gunawardena, Lowe and Anderson's model of co-construction of knowledge (1997). Six different patterns, at the inter- and intrapersonal level, were identified from the data analysis, which leads us to believe that the student teachers used two types of joint interactions to build their reflective practice in online interaction: intrapersonal interaction and interpersonal interaction.
How to Cite
Collin, S., & Karsenti, T. (2012). Construction de la pratique réflexive dans l’interaction en ligne des enseignants-stagiaires. Canadian Journal of Education/Revue Canadienne De l’éducation, 34(4), 34–58. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/826
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