L'integration des savoirs theoriques a la pratique par !'analyse reflexive: Formation a la gestion de classe

Abstract

The purpose of this action-research project is to verify if reflective analysis promotes the integration of theoretical knowledge presented in a course on motivation, with the practice of classroom management during a practice teaching round. The methodology consisted of the analysis of narrative accounts of practice in which subjects recorded their observations and reflections of their experiences. The practicum reports of seven students were analyzed. In general, the results indicate the presence of the principle themes taught in the course. In the conclusion there is a discussion of the outcomes and some indications for future research.