Reflective practices [FACCM305]
- 4 credits
- 30h
- 2nd quarter
Language of instruction: French / FrançaisTeacher: Boucenna Sephora
Learning outcomes
Students will be able to carry out a reflective analysis of their own practice in order to identify its semantic structures and frames of reference.
Objectives
Target skills
Using coaching to transform complex, unpredictable professional contexts requiring new strategic approaches
Integrating the ethical and deontological dimensions of coaching by grasping the individual, relational and organisational issues at stake
Question the nature of our knowledge
Identify the values and principles underlying professional practice
Develop models for understanding coaching practice
Objectives
To be able to carry out an analysis of one's own intellectual and interactional processes in relation to an environment whose components and characteristics have also been analysed.
Be able to identify the preferred operating patterns used in professional situations, and more specifically in support situations.
Be able to name one's own theoretical reference frameworks which are present in the actions taken.
Content
Various reflective approaches and systems will be tested, analysed and given a theoretical context:
ARPPEGE (Reflective Analysis of Professional Practices in Peer Groups)
ASAPP (Analysing Action Schemes in Professional Practice)
AQCES (Analysing Clarification Questions in Duo)
Reflective writing
Exercises description
The aim will be to take part in, and then lead, the reflective processes.
Teaching methods
Vivre des protocoles soutenant la réflexivité et analyser collégialement des situatiosn professionnelles d’accompagnement selon les méthodologies de
- l'écriture réflexive
- l'analyse de ses schèmes opératoires (ASAPP)
- l'analyse de ses questions de clarification en duo (AQCED)
- Analyse Réflexive des Pratiques professionnelles en Groupes de Pairs (ARPPEGE)
Atelier d'écriture réflexive
Evaluations
Integrated test for the EU.
Based on a starting situation, each student reads it individually. Following this initial phase, a group discussion is organised. At the end of this, each participant is asked to re-analyse the initial situation and to compare this second reading with their "initial reading".
Recommended readings
Boucenna, S. (2012). Retrospection interview and temporal spaces: exploring mental activities In J.-M. Barbier & T. Joris (Eds.), Le travail de l'expérience. Paris: PUF.
Boucenna, S., & Vacher, Y. (2016). Reflexivity and self-regulated learning: sister but distinct notions. In B. Noel & S. Cartier (Eds.), De la métacognition à l'apprentissage autorégulé (pp. 79-93). Louvain-La-Neuve: De Boeck.
Donnay, J., & Charlier, E. (2008). Apprendre par l'analyse de pratiques. Initiation au compagnonage réflexif. Namur: Pressses universitaires de Namur.
Payette, A., & Champagne, C. (1997). Le groupe de codéveloppement professionnel. Sainte-Foy, Quebec: Presses de l'Université du Québec.
Vacher, Y. (2015). Construire une pratique réflexive. Comprendre et agir. Brussels: De Boeck
