The process of ethical reflection among college-level teachers
This article presents the results of a collaborative study dealing with the process of ethical reflection among college-level teachers and involving two teacher groups. The results are presented along with a description of the categories that emerged from analysis of the reflection, namely categories relating to the dynamic of the reflection process and to the types, references or subjects of statements used. In addition to describing elements of the interactional dynamic observed in the discussions between the participants, the article brings to light key moments of this dynamic and of the evolution of ethical reflection.