Reflective Analysis of Pedagogical Practice Towards an Iterative Model for the Teaching Profession
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Abstract
This study, conducted as part of a reflective practice training course for pre-service French teachers at the Teacher Education College of Setif, is based on the theoretical framework developed by Richard Desjardins, while aiming to design an iterative model tailored to the Algerian educational context. Through a mixed-methods analysis of data collected using a three-phase pedagogical framework (observation, analysis, and synthesis) the study reveals the variety of teaching situations identified by the students and the emergence of a reflective posture. This reflexivity proves essential for the professional development of future teachers and for the ongoing adjustment of their pedagogical practices.
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