摘要：Our study is about the conflict between the statements and practices of the supervisors of Bachelor of Education students at the primary level during a reflective mode practicum. We collected information twice, a method that seemed complementary. These interviews and observations showed that each supervising teacher was effectively appropriating the curriculum, but also that they were using a wide range of methods, especially in terms of principal strategies (Paquay, 2007; Coen, 2004; Paul, 2004; Vial and Caparros-Mencacci, 2007). Different elements reveal this variability. Meetings between supervisors would increase coherence. Nevertheless, we consider the use of different methods to be legitimate when they are adaptive to the beneficiaries and their needs. The teaching method analyzed here is part of a larger method meant to develop reflective practices, and their movement from an action mode to a problem-solving mode, and even professional development (De Cock & al, 2006) : it seems that the first level is rarely surpassed, but that this step will improve chances of progress in the rest of the method.
