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Les formations au management sont peu fondées sur une analyse de l’activité des managers et sur les conditions réelles d’exercice de leur activité. Ce texte s’appuie sur trois cas de formation ou d’intervention visant à transformer l’activité des managers. Le traitement de situations réelles, complexes, sert de support à un travail réflexif permettant de mettre à distance ce qui se passe ou s’est passé, de le prendre comme objet d’analyse et d’en tirer un savoir-faire réutilisable. L’analyse de ces trois cas souligne d’une part le rôle crucial du collectif et de l’interactionnel dans ces processus réflexifs, d’autre part le rôle mixte de l’intervenant-formateur : aide à la résolution des difficultés et soutien au travail réflexif. Management curricula are seldom grounded on an analysis of managers’ activity and on the actual conditions of their activity. This text draws on three attempts for transforming managers’ activity, in a training program and in two field interventions. The processing of real, complex situations is used to support a reflective work taking into consideration what happened and attempting to elaborate the knowledge gained. The analysis of the three cases highlights on one hand the centrality of the teams and of interactions in the reflective processes, on the other hand the double role of the consultant/trainer: contributing to probleme solving and supporting reflective processes.

In this article, we present a knowledge approach to the interaction between learning and caring, which should play a significant role in the challenge of promoting sustainable healthcare. This knowledge approach requires awareness of the interactions between learning and caring in caring contexts. The intention is to present an exploration of knowledge and theory development based on research with a lifeworld perspective within caring science didactics. We are illuminating issues concerning reflection and learning encounters in a caring context, which include key concepts such as the patient’s narrative. A strategy for reflective learning and caring based on the lifeworld concept is presented. This strategy includes four main components: the encounter between general knowledge and the patient’s lived world, the patient’s narrative, caring relationship creation through interaction with the patient and reflection through supervision. All of these components are permeated by a reflective approach. We are also clarifying what it means to intertwine learning and caring in addition to how this process can be strengthened in caring practices to optimise patient care. Three components are particularly important in facilitating the intertwining of learning and caring in clinical practice, namely genuine meetings, sensitivity towards the patient’s narrative and reflection during interactions.

Cette contribution s’intéresse aux dispositifs d’analyse de pratiques proposés dans les formations à l’enseignement et reposant sur des principes communs : travailler avec les étudiant·es des situations professionnelles en mobilisant des outils ou des savoirs proposés par la formation, susciter une enquête réflexive et accompagner un mouvement de décontextualisation et de recontextualisation de l’activité professionnelle. Certains de ces dispositifs font la part belle à l’écriture et à la remémoration d’expériences professionnelles, d’autres se fondent sur l’analyse d’activités professionnelles filmées. Notre contribution se propose de partir des travaux menés sur ces dispositifs par les membres des groupes de recherche AFORDENS et TALES en vue d’analyser différentes voies proposées pour accompagner ce mouvement. Trois voies pédagogiques - l’écriture réflexive, l’analyse réflexive de pratiques et l’analyse de l’activité par vidéoformation - sont caractérisées ici en fonction de la nature des traces qu’elles convoquent, des formes de verbalisations qu’elles suscitent et de la manière avec laquelle elles conduisent le sujet en formation à décontextualiser et recontextualiser son activité. La réflexion proposée ici relève certaines variables possibles à faire jouer lors de l'accompagnement du développement professionnel ainsi que les atouts des différentes voies pédagogiques dans les formations en alternance., This paper concerns different practice analysis designs proposed in teacher education, based on common principles : work with students on professional situations, mobilize academic tools or knowledge and encourage reflective enquiry. Various pedagogical variables and training designs support these principles, but all aim to trigger a movement of decontextualization and recontextualization of professional activity. Some of the designs give an important place to writing and the recall of professional experiences, while others are based on the analysis of filmed professional activities. Our contribution is based on the work carried out on these designs by members of the AFORDENS and TALES research groups and aims at detecting how they accompany these movements and to identify their main pedagogical features. Thus, three pedagogical approaches - reflective writing, reflective analysis of practices and analysis of activity by video training - are characterized here according to the nature of the traces they use, the forms of verbalization they elicit and the ways in which they lead the trainees to decontextualize and recontextualise their activity. Our reflection considers the possible variables that can come into play when supporting professional development and identifies the strengths of the different pedagogical approaches in work-linked training.

The article presents some of the procedures and the results of a detailed study on reflection: analysis of the previous philosophical ideas and views, basic psychological concepts for reflection, classification of its types and species. Through specially selected and developed methodological procedures for the theoretical analysis the author has synthesized a thorough understanding of the nature of reflection as a complex phenomenon manifested in different modes — types and species. Proposed is a comprehensive classification scheme of reflection in which are divided it’s four types. Specifically addressed are the opportunities, the approaches and some achievements in converting theoretical ideas into practical application-programs, methodologies and technologies based on our knowledge of reflection. Analysis of the theoretical basis for the formation of a new, independent type of reflection — praxeological and its peculiarities. The author presents the basic guidelines and some results from the study of this fascinating human phenomenon — reflection.

En este trabajo se analizan las concepciones sobre la enseñanza de las ciencias que presentan los alumnos y alumnas del MPES (Máster de Profesorado de Educación Secundaria). Los datos mostrados se han recogido en una experiencia de formación inicial docente, basada en un enfoque constructivista y reflexivo, en la que han participado 71 estudiantes de varias especialidades del área científico-técnica, durante dos cursos académicos sucesivos. Desde el punto de vista formativo la experiencia se ha basado en el desarrollo de actividades que permiten reflexionar a los futuros docentes sobre la naturaleza de los procesos educativos, explicitando sus concepciones como punto de partida para favorecer la progresión del pensamiento docente. En la investigación se ha usado una metodología de análisis cualitativo de las ideas de los participantes sobre la enseñanza de las ciencias, expresadas por escrito a partir de un conjunto de cuestiones abiertas. Los resultados han permitido identificar varios modelos de pensamiento subyacentes en las opiniones de los futuros docentes, que podrían relacionarse con un enfoque de enseñanza basado en la transmisión y recepción de conocimientos, un enfoque educativo próximo al modelo constructivista y un enfoque mixto o intermedio. También apreciamos que el grado de identificación con un enfoque u otro depende, en parte, del contexto de la cuestión planteada., In this paper the conceptions of science teaching presented by the students of MPES (Master Teacher of Secondary Education) are analyzed. The data shown were collected in an initial teacher training experience, based on a constructive and thoughtful approach, which involved 71 students from various specialties of scientifictechnical area, for two successive academic years. From the formative point of view this experience consists in the development of activities that allow to reflect future teachers about the nature of the educational processes, specifying their previous conceptions as a starting point to encourage progression of teachers thought. In this research we have used a methodology of qualitative analysis on the conceptions of the participants about the teaching of science, expressed in writing from a set of open questions. The results have allowed to identify several models of thinking underlying the opinions of future teachers, who could relate respectively to a teaching approach based on the transmission and reception of knowledge, an educational approach next to the constructivist model and a mixed approach. We also notes that the greater or lesser degree of identification with a approach or another depends in part on the context of the question posed.

Les mutations de l’anthropologie vers une pratique plus contractuelle et hors université se manifestent à tous les niveaux de la discipline, y compris à celui des doctorants. Pour financer leurs études, ces derniers répondent à des appels d’offres de bourses provenant d’organismes les plus divers. À travers une approche réflexive, cet article présente un « partenariat » entre un laboratoire d’épidémiologie et un étudiant en anthropologie. Cette collaboration offre à l’étudiant un soutien financier ainsi qu’une expérience « professionnelle » intéressante en échange d’une force de travail et d’un regard différent sur les projets du laboratoire. Ce témoignage met également en lumière les difficultés de la production d’une thèse dans un contexte interdisciplinaire. The transformations of anthropology towards a more contract-based practice outside universities manifest themselves at all levels of the discipline, including that of doctoral students. To finance their studies, the latter apply for grants funded by a wide variety of organisations. Through a reflexive approach, this article describes a « partnership » between an epidemiology laboratory and an anthropology student. This collaboration offered the student financial support as well as an interesting « professional » experience in exchange for their labour and a different kind of perspective on the laboratory’s projects. This account also highlights the difficulties involved in producing a thesis in an interdisciplinary context.

El presente artículo muestra los resultados de una experiencia orientada a implementar y evaluar una propuesta formativa, de índole socioconstructivista, con futuros profesores de Física y Química. El escenario de la experiencia fue la asignatura Aprendizaje y Enseñanza de las Materias de Física y Química, correspondiente al Máster Universitario en Profesorado de Educación Secundaria (MAES) de la Universidad de Sevilla. La finalidad de la misma fue contribuir a un primer desarrollo de competencias docentes básicas, a través de procesos metareflexivos en torno a la enseñanza de la Física y Química. Los resultados ponen de manifiesto que el marco formativo planteado propició tales procesos en los futuros docentes, como requisito esencial para la adquisición de las competencias docentes previstas. Se concluye con algunas propuestas para la mejora de la formación inicial del profesorado de Física y Química., This paper presents the results of an experience oriented to implementing and evaluating a socio-constructivist training proposal with prospective physics and chemistry teachers. The experience was carried out in the subject named ‘Aprendizaje y Enseñanza de las Materias de Física y Química’ corresponding to the course of University Postgraduate in Secondary Education Teacher of University of Seville. The aim of the experience was to promote an initial development of several specific competences that are need for teaching physics and chemistry from meta-reflective processes. According to the analysis performed it can be said that the experience favored the acquisition of such competencies by the prospective teachers. Some proposals in order to improve the initial training of physics and chemistry teachers of secondary education are proposed finally.

This paper examines the Erasmus Mundus Special Educational Needs (EMSEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for further inclusive educational practices for students with disabilities globally. The potential impact of collaborative projects that link researchers from highly diverse contexts is explored. The process of reflection in collaborative research enhances the researchers' ability to see their own context through new perspective. The authors describe how the EMSEN programme builds capacity for international research collaborations from the point of view of student, visiting scholar and programme convener. The authors, each from their own role, cultural background and perspective, reflect on several problems encountered in the EM year, how they tried to cope with these and recount how the challenges build capacity for future collaboration.

This paper examines the Erasmus Mundus Special Educational Needs (EMSEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for further inclusive educational practices for students with disabilities globally. The potential impact of collaborative projects that link researchers from highly diverse contexts is explored. The process of reflection in collaborative research enhances the researchers' ability to see their own context through new perspective. The authors describe how the EMSEN programme builds capacity for international research collaborations from the point of view of student, visiting scholar and programme convener. The authors, each from their own role, cultural background and perspective, reflect on several problems encountered in the EM year, how they tried to cope with these and recount how the challenges build capacity for future collaboration.

The paper adopts a reflective approach to EFL teaching and teacher-training in order to shed light at the interplay between CLIL instruction and the VET context. The paper opens with highlighting the main tenets of CLIL and VET training and signals the former’s origins, basic components and instructional guidelines. It then progresses towards reflectivity as a component of pre-service teacher training, which can (or should) resurface as a token of the reflective teacher-practitioner. The next section (Method and instrument) constitutes, together with the tool in the Appendix, the principal contribution of the paper in that it introduces an approach which may become a blueprint for conducting a reflective analysis of one’s CLIL/VET teaching. In doing so, the section accrues dimensions of reflective (self-)observation and includes: language (and language learning strategies in the context of lexical update; also the ARC division of types of language), content (and the relation between content and different types of language: BICS vs. CALP). The aim of the paper is not only to introduce the instrument but at the same time to bring together notions well, Celem niniejszego artykułu jest przywołanie tak zwanego podejścia refleksyjnego w kontekście nauczania języka angielskiego jako obcego dla celów zawodowych. Punktem wyjścia dla poniższych rozważań jest scharakteryzowanie zintegrowanego nauczania przedmiotowo- językowego (nauczanie typu CLIL), w tym przedstawienie jego głównych założeń (np. koncepty „4C” oraz „3A” profesor Do Coyle), oraz przypomnienie podstawowych cech kształcenia zawodowego (kształcenie typu VET). Część teoretyczna kończy się wprowadzeniem do podejścia refleksyjnego jako elementu konstytutywnego kształcenia nauczycielskiego (nauczyciela- glottodydaktyka) czy późniejszej pracy nauczyciela-praktyka. Główna część artykułu poświęcona jest opisowi narzędzia refleksyjnego (vide: załącznik). Stanowi to przyczynek do przywołania pewnych zagadnień, obecnych w głównym nurcie nauczania języka angielskiego jako języka obcego (w tym, w nauczaniu zintegrowanym) i zaadaptowania ich do nauczania języka dla celów zawodowych. W podsumowaniu zwraca się uwagę na dynamiczną naturę zaproponowanego narzędzia refleksyjnego i zachęca się do przystosowywania go do własnych potrzeb nauczyciela-praktyka poprzez usunięcie bądź uwzględnienie aspektów, które stanowić będę podstawę konkretnej refleksji czy konkretnej obserwacji.