Developing the Reflexivity of Trainee Teachers through Cooperative Inquiry and Co-writing: Aims and Uses of the GPS Professional Situation Analysis Tool
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TexteLangue : français Détails de publication : 2025.
Ressources en ligne : Abrégé : This article examines the implementation of a teacher training program, “GPS,” which engages trainee teachers in a cooperative investigation and co-writing process designed to produce an analysis of a problematic professional situation. Drawing on a field survey conducted in two teacher training institutes and examining the distinction between cooperation and collaboration, this article seeks to confront the program—intended to foster reflexivity through cooperative work—with how it was received by the trainee teachers. Some of them appropriated the program while others implemented it, resulting in markedly different forms of cooperation and collaboration.
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This article examines the implementation of a teacher training program, “GPS,” which engages trainee teachers in a cooperative investigation and co-writing process designed to produce an analysis of a problematic professional situation. Drawing on a field survey conducted in two teacher training institutes and examining the distinction between cooperation and collaboration, this article seeks to confront the program—intended to foster reflexivity through cooperative work—with how it was received by the trainee teachers. Some of them appropriated the program while others implemented it, resulting in markedly different forms of cooperation and collaboration.
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