de Simone, Soraya <br/><br/>
Contents, regulations, and learning processes in reflective writing in work-study programs for aspiring teachers 

 -  2024.<br/>							 
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<br/><br/> This paper presents an analysis of twelve learning reviews from four institutional contexts, involving the initial and in-service training of primary and secondary school teachers and mentors in French-speaking Switzerland.. The theoretical framework is based on a cultural-historical approach and identifies phenomena affected by reflective writing and contributing to professional development, such as identity development and regulatory systems. The paper tackles the following questions: How does the writing of learning reviews contribute to professional development? What is the content of these written accounts? What dimensions of the training process does this writing reveal?