摘要：This study focuses on the circumstances of post-lesson conference and how they impact the development of the reflective analysis and the action efficacy of the pre-service teachers (PTs, or interns). Based on a theoretical conceptualization of teacher training built on postulates borrowed from social-cultural psychology (Vygotsky, 1978; 2003) and the philosophy of action (Wittgenstein, 1996; 2004), this research adopts a qualitative approach based on the analysis of track-records of activity of teaching and training teaching (video recordings and simple self-confrontations). The data processing consists of the identification of the work rules mobilized as well as the circumstances in which they are used. The results support the necessity to conceive the interaction between the pre-service teacher and the trainer teacher as an asymmetrical relation. This interaction or relation is underlain by the construction of an agreement between PTs and trainer teachers about the meaningful connection between classroom experiences brought up and the work rules that are used to designate these experiences. The discussion focuses on the impact of post-lesson conference, as a tool for reflexive training, on the development of the pre-service teachers’ reflective analysis capacities, which allows a development of their action efficacy.
关键词：professional development; preservice teacher; mentoring; work rules; teacher training
