Reflective approach and practice alternation and theory in teacher training: a case study in France

Abstract

The purpose of this article is to explore the role of practical experience during
the university education of future teachers with a view to an integrated
curriculum oriented towards reflection on practices. In the text the professional
training of teachers is discussed in a specific context, the French one,
which enhances the practical dimension in the training program. Later, for
an illustrative example, the analysis of a case study conducted in this context
is presented. This analysis can provide suggestions with a view to sharing
practices from an international perspective.