Analysis of professional practices in preservice teacher training: Systems and repercussions

The present paper deals with an analysis of professional practices in initial teacher education. We prove how some characteristics of the system, depending on the nature of the proposed protocol or the size of the group, modify the nature of the reflexive work, as well as the perception of the interests and relevance of this kind of system. In order to do so, we rely on a survey precising the main effects and consequences of these systems on the trainee teacher's representations of their professional acts and identity development. (c) 2015 Societe franyaise de psychologie. Published by Elsevier Masson SAS. All rights reserved.