000			01491cam a2200229 4500500
005			20251214031425.0
041			_afre
042			_adc
100	1	0	_aHunyadi, Marie-Elise _eauthor
700	1	0	_aMaufrais, Odile _eauthor
700	1	0	_aNordmann, Jean-François _eauthor
700	1	0	_aAmilhat, Camille _eauthor
700	1	0	_aFontaine, Juliette _eauthor
700	1	0	_aLehner, Paul _eauthor
700	1	0	_aSochala, Laure _eauthor
245	0	0	_aDeveloping the Reflexivity of Trainee Teachers through Cooperative Inquiry and Co-writing: Aims and Uses of the GPS Professional Situation Analysis Tool
260			_c2025.
500			_a21
520			_aThis 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.
786	0		_nPhronesis | 14 | 5 | 2025-10-13 | p. 137-158
856	4	1	_uhttps://shs.cairn.info/journal-phronesis-2025-5-page-137?lang=en&redirect-ssocas=7080
999			_c1574900 _d1574900