DI-UMONS : Dépôt institutionnel de l’université de Mons

Recherche transversale
(titres de publication, de périodique et noms de colloque inclus)
2019-10-23 - Article/Dans un journal avec peer-review - Français - 40 page(s)

Dubois Laurie-Anna , Bocquillon Marie , Romanus Catherine, Derobertmasure Antoine , "Usage d’un modèle commun de la réflexivité pour l’analyse de débriefings post-simulation organisés dans la formation initiale de futurs policiers, sages-femmes et enseignants" in Travail Humain

  • Edition : Presses Universitaires de France (France)
  • Codes CREF : Psychologie ergonomique (DI4271), Psychologie du travail (DI4270)
  • Unités de recherche UMONS : Méthodologie et formation (P316), Psychologie du travail (P357)
  • Instituts UMONS : Institut de Recherche en Développement Humain et des Organisations (HumanOrg)
Texte intégral :

Abstract(s) :

(Anglais) Acquiring knowledge is an essential step to learn a profession. However, in order to be able to face the different situations encountered on the field, it is also necessary for the future professional to develop a reflective practice. Based on these findings, we studied three professional training programmes: police trai- ning, midwifery training and teacher training. More concretely, this article aims to show that it is possible, from a particular point of view of reflective practice, namely that of reflective processes, to question the processes underlying the acti- vity of future professionals. In this article, we have also chosen to take a closer look at one particular reflective process, namely the process of legitimation. It’s a process by which the future professional justifies his actions (and his decisions). Overall, the results show that, unlike the future teachers, the investment of future midwives and police officers in a reflective approach remains low. Also, concerning the reasons invoked in the case of the legitimation, the results show a very different situation between the three professional fields analyzed. The future police officers tend to justify their practice considerably according to theo- retical arguments related to the training (procedures) while the future teachers tend to justify their practice according to their preferences. Finally, the future midwives justify more broadly their practice according to the context. This approach can help to identify the possible limits of existing training, propose improvement suggestions and also contribute to the design of future training situations.

Mots-clés :
  • (Anglais) reflexivity, debriefing, simulation, professional training