Entre stratégie et authenticité : explorer la boîte noire de l'écriture de l'autoévaluation post-stage des futur[e]s enseignant[e]s.
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| Title: | Entre stratégie et authenticité : explorer la boîte noire de l'écriture de l'autoévaluation post-stage des futur[e]s enseignant[e]s. |
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| Authors: | Debliquy, Noémie1, Deschepper, Catherine2, Colognesi, Stéphane1 |
| Source: | Canadian Journal of Education / Revue Canadienne de l'Éducation. printemps2026, Vol. 49 Issue 1, p169-193. 25p. |
| Subject Terms: | *Student teachers, *Reflective teaching, *Teacher training, *Qualitative research, *Evaluation methodology, Essays |
| Abstract (English): | This research examines the hidden dynamics of reflective writing by pre-service teachers during post-internship self-evaluation, a field still underexplored in the literature. Through a descriptive and comprehensive qualitative approach, 11 pre-service teachers participated in metagraphic interviews, revisiting their writings to explain their choices and the strategies they used. Content analysis reveals that these pre-service teachers adjust their writing practices to achieve success, aligning them with perceived expectations based on the evaluation reports from their supervisors and what they believe is expected. Alongside these adaptive mechanisms, a concern for authenticity and objectivity during self-evaluation is evident, sometimes linked to training needs and misunderstandings about reflective writing and its implications. These findings provide valuable insights for enhancing the development of reflective skills among pre-service teachers. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cette recherche examine les dynamiques cachées de l'écriture réflexive des futur[e]s enseignant[e]s lors de l'autoévaluation post-stage, un domaine encore peu exploré dans la littérature. À travers une approche qualitative descriptive et compréhensive, 11 futur[e]s enseignant[e]s ont été invité[e]s, pendant des entretiens métagraphiques, à revisiter leurs écrits pour expliciter leurs choix et les stratégies mobilisées. Il ressort de l'analyse de contenu que ces futur[e]s enseignant[e]s calibrent leur activité d'écriture à des fins de réussite, ainsi qu'en fonction de ce qu'ils[elles] observent dans les rapports d'évaluation de leurs formateur[trice]s et de ce qu'ils[elles] pensent conforme aux attentes. En plus de ces mécanismes d'adaptation, l'analyse révèle un souci d'authenticité et d'objectivité lors de l'autoévaluation post-stage, parfois associé à des besoins de formation et à des malentendus concernant l'écriture réflexive et ses enjeux. Ces résultats offrent un éclairage précieux pour optimiser le développement des compétences réflexives des futur[e]s enseignant[e]s. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192675849 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Entre stratégie et authenticité : explorer la boîte noire de l'écriture de l'autoévaluation post-stage des futur[e]s enseignant[e]s. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Debliquy%2C+Noémie%22">Debliquy, Noémie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Deschepper%2C+Catherine%22">Deschepper, Catherine</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Colognesi%2C+Stéphane%22">Colognesi, Stéphane</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Education+%2F+Revue+Canadienne+de+l'Éducation%22">Canadian Journal of Education / Revue Canadienne de l'Éducation</searchLink>. printemps2026, Vol. 49 Issue 1, p169-193. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This research examines the hidden dynamics of reflective writing by pre-service teachers during post-internship self-evaluation, a field still underexplored in the literature. Through a descriptive and comprehensive qualitative approach, 11 pre-service teachers participated in metagraphic interviews, revisiting their writings to explain their choices and the strategies they used. Content analysis reveals that these pre-service teachers adjust their writing practices to achieve success, aligning them with perceived expectations based on the evaluation reports from their supervisors and what they believe is expected. Alongside these adaptive mechanisms, a concern for authenticity and objectivity during self-evaluation is evident, sometimes linked to training needs and misunderstandings about reflective writing and its implications. These findings provide valuable insights for enhancing the development of reflective skills among pre-service teachers. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cette recherche examine les dynamiques cachées de l'écriture réflexive des futur[e]s enseignant[e]s lors de l'autoévaluation post-stage, un domaine encore peu exploré dans la littérature. À travers une approche qualitative descriptive et compréhensive, 11 futur[e]s enseignant[e]s ont été invité[e]s, pendant des entretiens métagraphiques, à revisiter leurs écrits pour expliciter leurs choix et les stratégies mobilisées. Il ressort de l'analyse de contenu que ces futur[e]s enseignant[e]s calibrent leur activité d'écriture à des fins de réussite, ainsi qu'en fonction de ce qu'ils[elles] observent dans les rapports d'évaluation de leurs formateur[trice]s et de ce qu'ils[elles] pensent conforme aux attentes. En plus de ces mécanismes d'adaptation, l'analyse révèle un souci d'authenticité et d'objectivité lors de l'autoévaluation post-stage, parfois associé à des besoins de formation et à des malentendus concernant l'écriture réflexive et ses enjeux. Ces résultats offrent un éclairage précieux pour optimiser le développement des compétences réflexives des futur[e]s enseignant[e]s. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53967/cje-rce.7005 Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 25 StartPage: 169 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Reflective teaching Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Essays Type: general Titles: – TitleFull: Entre stratégie et authenticité : explorer la boîte noire de l'écriture de l'autoévaluation post-stage des futur[e]s enseignant[e]s. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Debliquy, Noémie – PersonEntity: Name: NameFull: Deschepper, Catherine – PersonEntity: Name: NameFull: Colognesi, Stéphane IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: printemps2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03802361 Numbering: – Type: volume Value: 49 – Type: issue Value: 1 Titles: – TitleFull: Canadian Journal of Education / Revue Canadienne de l'Éducation Type: main |
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