The reflexivity of the accompanier of new teachers and the co-analysis of his activity

The reflexivity of the accompanier of new teachers and the co-analysis of his activity

• Cathal de Paor, Mary Immaculate College, Irlande, Irlande

doi : 10.18162/fp.2023.777

Résumé

The accompaniment of new teachers into the profession constitutes an important activity in supporting their professional development. But if the accompanier is called upon to promote a reflexive stance in the accompanied, what about the accompanier’s own reflexivity? The article draws on a co-analysis of his accompaniment activity by a pedagogical advisor in France, in collaboration with the researcher, focusing in particular on the post-lesson interviews conducted by him (the advisor) with a beginning teacher in her first year of practice. The results illustrate the learning for the accompanier himself as a reflective accompanier (« compagnon réflexif ») (Donnay et Charlier, 2006).

Abstract

The accompaniment of new teachers into the profession constitutes an important activity in supporting their professional development. But if the accompanier is called upon to promote a reflexive stance in the accompanied, what about the accompanier’s own reflexivity? The article draws on a co-analysis of his accompaniment activity by a pedagogical advisor in France, in collaboration with the researcher, focusing in particular on the post-lesson interviews conducted by him (the advisor) with a beginning teacher in her first year of practice. The results illustrate the learning for the accompanier himself as a reflective accompanier (« compagnon réflexif ») (Donnay et Charlier, 2006).