Analysis of reflective discourse produced in the context of a physical education work-study program
This study deals with the reflective discourse of physical education students undergoing initial teacher education, more specifically in the context of a work-study program where reflectivity is geared toward instructional problems. Their reflective discourse was characterized by (a) a degree of normativity, inherent to the “normative” approach to professional development that underlies the program, and (b) the strong presence of instructional dimensions, but also a limited consideration of students’ motor activity within complex learning situations. These results underscore the value of planning work-study programs, starting from initial teacher education, that include conceptual tools for instruction. They also point to the need for specific training on how to interpret students’ activity.