Réflexivité et auto-évaluation dans les pratiques enseignantes

Abstract

In this text, I will attempt to enlighten the way in which teachers give meaning to their practises. Two researches conducted within the context of oral and written practise analysis situations will be called here. The first research is based on a classic system on practise analysis, the second one starts from thewritten analysis of professional situations within the framework of a teachers's journal production in primary and secondary schools. In particular, I will try to distinguish the reflexive stances adopted by practitioners and to specify the mobilized self-assessed forms.