Learning outcomes

Students will be able to carry out a reflective analysis of their own practice in order to identify its semantic structures and frames of reference.

Goals

Target skills

Using coaching to transform complex, unpredictable professional contexts requiring new strategic approaches

Integrating the ethical and deontological dimensions of coaching by grasping the individual, relational and organisational issues at stake

Question the nature of our knowledge

Identify the values and principles underlying professional practice

Develop models for understanding coaching practice

Objectives

To be able to carry out an analysis of one's own intellectual and interactional processes in relation to an environment whose components and characteristics have also been analysed.

Be able to identify the preferred operating patterns used in professional situations, and more specifically in support situations.

Be able to name one's own theoretical reference frameworks which are present in the actions taken.

Content

Various reflective approaches and systems will be tested, analysed and given a theoretical context:

    ARPPEGE (Reflective Analysis of Professional Practices in Peer Groups)
    ASAPP (Analysing Action Schemes in Professional Practice)
    AQCES (Analysing Clarification Questions in Duo)
    Reflective writing

Exercices

The aim will be to take part in, and then lead, the reflective processes.

Assessment method

Integrated test for the EU.

Based on a starting situation, each student reads it individually. Following this initial phase, a group discussion is organised. At the end of this, each participant is asked to re-analyse the initial situation and to compare this second reading with their "initial reading".

Sources, references and any support material

Boucenna, S. (2012). Retrospection interview and temporal spaces: exploring mental activities In J.-M. Barbier & T. Joris (Eds.), Le travail de l'expérience. Paris: PUF.

Boucenna, S., & Vacher, Y. (2016). Reflexivity and self-regulated learning: sister but distinct notions. In B. Noel & S. Cartier (Eds.), De la métacognition à l'apprentissage autorégulé (pp. 79-93). Louvain-La-Neuve: De Boeck.

Donnay, J., & Charlier, E. (2008). Apprendre par l'analyse de pratiques. Initiation au compagnonage réflexif. Namur: Pressses universitaires de Namur.

Payette, A., & Champagne, C. (1997). Le groupe de codéveloppement professionnel. Sainte-Foy, Quebec: Presses de l'Université du Québec.

Vacher, Y. (2015). Construire une pratique réflexive. Comprendre et agir. Brussels: De Boeck

Language of instruction

Français