How to favor teachers’ reflective consciousness?

  • Pons, Francisco (Project Participant)

Project Details


Reflective consciousness plays a central role in education. The main goal of this research was to see if it was possible to improve teachers? reflective consciousness. A large sample of novice teachers followed a 5 steps intervention program (individual and group) seeking to improve the consciousness of their own cognitive functioning as well as of others (3 sessions of 90 minutes each). Results showed a positive impact of the program. For example, participants at the end of the program were able to report several strategies having an impact on their cognitive functioning in the context of an exam preparation. They were also able to evaluate the level of efficiency of these different strategies. They were also able to evaluate the development of their reflective consciousness between the beginning and the end of the intervention program. The results are discussed in terms of their theoretical and applied implications for education. The results of this empirical research have been published (Martin, Doudin, Pons & Lafortune, 2004). This empirical research ended in 2004. With Daniel Martin (HEP Lausanne), Pierre-André Doudin (Universities of Geneva and Lausanne) and Louise Lafortune (University of Québec at Trois-Rivière).
Effective start/end date31/12/200431/12/2004

Research Output

  • 1 Book chapter

Rôle et objets de la prise de conscience en éducation

Pons, F., Martin, D., Doudin, P. . A. & Lafortune, L., 2004, Pensée et réflexivité: théories et pratiques éducatives. Pallascio, R., Daniel, M-F. & Lafortune, L. (eds.). Sainte-Foy: Presses de L'Université du Québec, p. 37-52

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearch