摘要：The consensus is to train professionals to reflect on the practice in different places of training (teaching practicums) and with different types of knowledge – either from the literature or from experience. But what does reflection mean? This article synthesizes a reflection model, and then shows how it operates, notably for two types of training – in teaching and in international cooperation. The resulting methodology succeeds in documenting the reflections of these two types of trainees, and of experienced teachers. For example, what triggers reflection, and what types of activities most stimulate reflection on a continuum of situations between the poles of “theory” and “activity”? What objects are reflected upon? The study illustrates the possibility of a methodological “grasp” of an object that is very sensitive to observation instruments: reflection on practice, theory and experience – reflection that signals the pollinizing movements between these elements, and their integration within the subject. The approach is qualitative/interpretive.
