Access the full text.
Sign up today, get DeepDyve free for 14 days.
Frances Fuller (1969)
Concerns of Teachers: A Developmental Conceptualization1, 6
Gary Fenstermacher (1996)
Les arguments pratiques dans la transformation morale de l’enseignement d’une discipline, 22
J. Jenny (1997)
Methodes Et Pratiques Formalisees D'Analyse De Contenu Et De Discours Dans La Recherche Sociologique Francaise Contemporaine. Etat Des Lieux Et Essai De ClassificationBulletin de Méthodologie Sociologique, 54
Hélène Hensler, C. Garant, Marie-Josée Dumoulin (2001)
La pratique réflexive, pour un cadre de référence partagé par les acteurs de la formation, 36
N. Denzin, Y. Lincoln (2012)
Collecting and Interpreting Qualitative Materials
L. Bardin (2013)
L'analyse de contenu
M. Manen (1977)
Linking Ways of Knowing with Ways of Being PracticalCurriculum Inquiry, 6
G. Sparks-Langer, J. Simmons, Marvin Pasch, A. Colton, A. Starko (1990)
Reflective Pedagogical Thinking: How Can We Promote It and Measure It?Journal of Teacher Education, 41
Angeline Aubert-Lotarski (2000)
Valeurs, validité, valence de l'expérience professionnelle et activités du conseil
R Mucchielli (2006)
L’analyse de contenu des documents et des communications
A Derobertmasure, M Demeuse (2011)
Évaluation des apprentissages et technologies de l’information et de la communication: Le futur est à notre portée
J. Mukamurera, F. Lacourse, Y. Couturier (2006)
Des avancées en analyse qualitative: pour une transparence et une systématisation des pratiquesRech. Qual., 26
RB Lewis, SM Maas (2007)
QDA Miner $$^{\textregistered }$$ ® 2.0: mixed-model qualitative data analysis softwareField Methods, 19
P Vermersch, C Martinez, C Marty, M Maurel, N Faingold (2003)
Etude de l’effet des relances en situation d’entretienExpliciter, 49
N. Hatton, D. Smith (1995)
Reflection in teacher education: Towards definition and implementationTeaching and Teacher Education, 11
Alison Dean, Johnathon Sharp, S. Genc (2006)
Getting the Most from NUD*IST/Nvivo
Simon Collin (2010)
L’interaction en ligne comme soutien à la pratique réflexive des enseignants-stagiaires
J. Richards, C. Lockhart (1994)
Reflective Teaching in Second Language Classrooms: Epilogue
FV Tochon (1993)
L’enseignant expert
Linda Lotto (1986)
Qualitative Data Analysis: A Sourcebook of New Methods, 8
VJ Duriau, RK Reger (2004)
Le poids des mots: Actes de la 7 $$^{e}$$ e édition de Journées internationales d’Analyse statistique des Données Textuelles
Eben Weitzman (1999)
Analyzing qualitative data with computer software.Health services research, 34 5 Pt 2
Lynn Fendler (2003)
Teacher Reflection in a Hall of Mirrors: Historical Influences and Political ReverberationsEducational Researcher, 32
V. Duriau, R. Reger (2004)
Choice of Text Analysis Software in Organization Research: Insight from a Multi-dimensional Scaling (MDS) Analysis
A. Derobertmasure, A. Dehon (2012)
Développement de la réflexivité et décodage de l’action : questions de méthodePhronesis, 1
B. Fallery, F. Rodhain (2007)
Quatre approches pour l'analyse de données textuelles: lexicale, linguistique, cognitive, thématique
M. Potts, Christine Hagan (2000)
Going the DistanceJournal of Social Work Education, 36
Nira Hativa, P. Goodyear (2002)
Teacher thinking, beliefs and knowledge in higher education
N. Berthier (1998)
Les techniques d'enquête en sciences sociales : méthodes et exercices corrigés
Anne Jorro (2004)
Réflexivité et auto-évaluation dans les pratiques enseignantesMesure et évaluation en éducation
A. Derobertmasure (2012)
La formation initiale des enseignants et le développement de la réflexivité ? Objectivation du concept et analyse des productions orales et écrites des futurs enseignants
Bernard Wentzel (2010)
Le praticien réflexif
D. Kolb (1983)
Experiential Learning: Experience as the Source of Learning and Development
Jane Fielding, N. Fielding, G. Hughes (2013)
Opening up open-ended survey data using qualitative softwareQuality & Quantity, 47
C. Lejeune (2008)
Au fil de l'interprétation. L'apport des registres aux logiciels d'analyse qualitative, 34
E Correa Molina (2005)
Des savoirs au cœur de la profession enseignante. Contextes de construction et modalités de partage
L. Gilbert (2002)
Going the distance: 'Closeness' in qualitative data analysis softwareInternational Journal of Social Research Methodology, 5
D Niclot (2010)
La formation des enseignants en Europe
A Blanchet (1989)
La démarche clinique en sciences humaines
W. John, P. Johnson (2000)
The pros and cons of data analysis software for qualitative research.Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing, 32 4
R Tesch (1991)
IntroductionQual. Sociol., 14
Lionel Garreau, Rodrigo Bandeira-de-Mello (2008)
Possibilités et pièges liés à l'utilisation des logiciels dans le processus d'analyse au travers de la théorie enracinée
F Yvon, F Saussez (2010)
Analyser l’activité enseignante. Des outils méthodologiques et théoriques pour l’intervention et la formation
Jérémie Séror (2005)
Computers and Qualitative Data Analysis: Paper, Pens, and Highlighters vs. Screen, Mouse, and KeyboardTESOL Quarterly, 39
P. Kirby, L. Paradise (1992)
Reflective practice and effectiveness of teachersPsychological Reports, 70
C. Roberts (1997)
Text analysis for the social sciences : methods for drawing statistical inferences from texts and transcripts
C. Spirrison, Keith Noland, Luke Savoie (1992)
Factor structure of the Treatment Evaluation Inventory: Implications for measurement of treatment acceptabilityJournal of Psychopathology and Behavioral Assessment, 14
J. Roux (2003)
Analyse interlocutoire, dynamiques interactives et étude des mécanismes des progrès cognitifs en situation asymétrique de résolution de PROBLÈMES : Coopérer et apprendre par le dialogue, 32
G. Moran, J. Dumas, D. Symons (1992)
Approaches to Sequential Analysis and the Description of Contingency in Behavioral Interaction, 14
N. Fielding, Eben Weitzman, M. Miles (1996)
Computer Programs for Qualitative Data AnalysisBritish Journal of Sociology, 47
L. McAlpine, C. Weston, D. Berthiaume, G. Fairbank-Roch, Michele Owen (2004)
Reflection on Teaching: Types and Goals of ReflectionEducational Research and Evaluation, 10
F. Korthagen, A. Vasalos (2005)
Levels in reflection: core reflection as a means to enhance professional growthTeachers and Teaching, 11
F. Tochon (1996)
« Rappel stimulé, objectivation clinique, réflexion partagée. Fondements méthodologiques et applications pratiques de la rétroaction vidéo en recherche et en formation », 22
K. Kostulski, B. Prot (2004)
L'activité conversationnelle d'un jury de validation d'acquis : analyse interlocutoire de la formation d'un concept potentielPsychologie Francaise, 49
R. Lewis, Steven Maas (2007)
QDA Miner 2.0: Mixed-Model Qualitative Data Analysis SoftwareField Methods, 19
Harald Klein (1997)
Classification of Text Analysis Software
A. Blanchet, R. Ghiglione (1991)
Analyse de contenu et contenus d'analyses
J. Richards, C. Lockhart (1994)
Reflective teaching in second language classroomsThe Modern Language Journal, 79
L. McAlpine, C. Weston (2000)
Reflection: issues related to improving professors' teaching and students' learningInstructional Science, 28
Donald Schön (1994)
Le Praticien réflexif : à la recherche du savoir caché dans l'agir professionnel /
This article is the fruit of a study carried out in the field of training teachers in the French Community of Belgium. The current teacher-training course is founded on a decree promulgated by the French Community of Belgium in February 2001 outlining thirteen skills to be developed in the initial training program. One of these, which, in our view, is especially crucial, is training young teachers to look critically at their own practices. Getting student–teachers to critique themselves continually challenges both those who train teachers (How to encourage them to do so?), and researchers (How to measure it?). The response to these two questions is essential if we are to move beyond thinking of self-evaluation as merely a sort of training “slogan” (Fendler, Educ Res. 32(3):16–25, 2003). In an attempt to create a research tool that can aid in the measurement of self-evaluation events, we have turned to computer assisted data analysis tools. After a brief description of the context in which this study has been carried out, this article will present the theoretical foundations underlying the data analysis in some depth, and an overview of two data analysis software packages: Nvivo $$^{\circledR }$$ ® and QDA Miner $$^{\circledR }.$$ ® . Then we will take a closer look at the main subject of this article; i.e., one of the functions in QDA Miner $$^{\circledR },$$ ® , the Code Sequence Analysis Function, and its application in the analysis of two specific aspects of interaction between a student–teacher and his/her supervisor. More specifically, we shall examine the results obtained from applying code sequencing to student–teachers’ reflective processes, and to the thematic continuity/discontinuity that occurs during an interview. Finally, the conclusions outline the most significant results obtained as well as some other elements linked to data analysis tools which potentially merit further reflection.
Quality & Quantity – Springer Journals
Published: Jul 18, 2013
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.