La réflexivité : exercice pédagogique et outil d’accompagnement aux cycles supérieurs

• Main Authors: Andréanne Gélinas Proulx, Anne-Sophie Ruest-Paquette, Lilia A. Simões Forte, Megan Cotnam-Kappel, Caroline Fallu, Lucie Bartosova
• Format: Article
• Language: fra
• Published: Association Internationale de Pédagogie Universitaire 2012-11-01
• Series: Revue Internationale de Pédagogie de l’Enseignement Supérieur
• Subjects: accompagnement des étudiants; apprentis-chercheurs; construction identitaire; cycles supérieurs; réflexivité
• Online Access: http://journals.openedition.org/ripes/672

The results presented in this paper stem from an exploratory qualitative co-constructed auto-ethnography on reflexivity in graduate students. Reflexivity promotes analytical and critical self-assessment of a person's position, role and professional practices. The purpose of this study is to get a better understanding of the contribution of reflective practice in masters’ or doctoral students’ development. The data is comprised of self-reflective texts written by six graduate students, namely the authors of this article. A general inductive analysis of the data has highlighted three dimensions related to identity: the person, the student and the novice researcher. The results of the study demonstrate that reflexivity is indeed a beneficial pedagogical exercise and mentoring tool for graduate students.