Perception of the effect of methods of analysing practices (with or without video) on the identity and reflex development of students in education
Article
French
ID: <
10.4000/rechercheformation.4573>
·
DOI: <
10.4000/rechercheformation.4573>
Where these data come from
Abstract
Our research involves a Swiss teacher training college for secondary education. In the “professional practice” module, there are two methods of analysis: one communicated by a filmed sequence and the other by a written narrative. From a student standpoint, we examine the perceived effect of these mechanisms on the development of their identity and capacity for reflection, while focusing more specifically on the added value gained by watching a video about one’s own activity and that of one’s peers.