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Reflexivity and Autonomous Training: Realities, Reflection and Innovation

Réflexivité et formation autonomisante : état des lieux, réflexion et innovation

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Published on Thursday, January 12, 2023

Abstract

La pandémie a révélé la précarité de plusieurs systèmes, notamment celui de l’éducation et de la formation. Du jour au lendemain, enseignants et apprenants avaient à s’acclimater aux technologies de l’information et de la communication (TIC) et aux nouveaux canaux pour enseigner et apprendre. N’ayant pas été formés à l’apprentissage autogéré, les apprenants se sentaient en déréliction ; les enseignants, eux, ne faisant pas travailler leurs publics en « lâcher-prise » et étant habitués à construire les savoirs dans l’interaction, peinaient à réajuster leur planification des cours. Ce colloque pluridisciplinaire se veut l’occasion d’élucider et d’approfondir certains concepts gravitant autour de la réflexivité dans différents domaines. Il aspire à mettre en lumière des expériences et/ou des recherches qui visent l’étude de la réflexivité dans la formation du sujet (jeune ou adulte) autonome. 

Announcement

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Argument

The pandemic revealed the precariousness of several systems; education and training are no exception. Teachers and learners had to adapt to ICT tools and the new teaching and learning platforms. However, learners felt overlooked since they were not acquainted with such highly autonomous learning, whereas teachers struggled to customize their materials and instruction to meet the demands and needs of remote/distance learning.

In fact, many practitioners, in various fields, prioritize the teaching of their discipline/courses to the training of “learning to learn” and “reflexivity”. They themselves rarely, if ever, objectify their didactic-pedagogical choices. Similarly, learners feel more secure in the role of the trainee-receiver than in the empowering role of trainee-reflector. Nevertheless, the current socialization constraints and the demands of the twenty first century evoke the need for the implementation of cognitive skills capable of shaping autonomous individuals (practitioner and learner).

Far from traditional training models, Vacher (2013) points out that "practice is no longer an object to be corrected by theory […] but to be apprehended by reflection" (p. 3). As a result, an essential paradigm in professionalization is that of the "reflective practitioner" (Schön, 1983). The training of this reflective practitioner, in line for the epistemological leap, stands in need of establishing a progression in reflexivity training from simple reflection to meta-analysis while passing through reflection (Vacher, 2011). These three stages constitute the maturation process of reflective thinking.

The professionalization process involves reflection on contextualized and authentic practice. Training must, therefore, aim to empower the trainee/learner in the problem situations he or she may encounter during practice. It must equip them with a spirit of problematizing in order to bridge the gap between theory and practice and vice-versa. The promotion of this profile of reflective practitioner would make it possible to set up trainings privileging the teaching of autonomy-empowering strategies, the “learning” and the “learning to learn” to the disciplinary contents, because the “meta” approach is not the prerogative of the trainer.

Learners’ autonomy, which is the ultimate goal of all teaching, depends upon gearing them with strategies that permit them to act effectively in their environment. This effectiveness depends largely on the learner's reflection on his/her operational choices and their self- regulation. This becomes possible through the acquisition of metacognitive strategies.

Metacognition, which refers to knowing about knowing, is a cognitive process that aims at raising one’s awareness about the way knowledge is acquired. Metacognition also allows the learner to be autonomous and authorizes his/her entry “onto the path of culture and thus of freedom" (Grangeat, 1997, p. 155). It is mainly based on reflection on/about the intellectual processes activated in learning and "leads, progressively, to identify the mental strategies used, and to link them to the success of the task" (ibid.: 156). It must be noted that reflexivity is conscientious and liberating for both the trainee and the trainer.

Thus, this multidisciplinary conference aims to elucidate and deepen certain concepts revolving around reflexivity in different fields. It aspires to highlight experiences and/or research that aim at studying reflexivity in the training of the autonomous subject (young or adult). In order to do so, we propose a list of axes that include but are not limited to:

  • Reflexivity and professional didactics;
  • Reflexivity as a soft skill;
  • Autonomous learning;
  • Reflective teaching;
  • Professional development and training
  • The teaching-learning of metacognitive strategies;
  • Reflective writing in teaching-learning;
  • The reflective oral in teaching-learning;
  • The reflective act in formative assessment;
  • Innovative practices at the service of reflexivity;
  • Reflexivity in Education 0;
  • Reflexivity and training engineering;
  • Reflexivity and professional training;
  • Management and reflexivity;
  • Reflexivity and professional action;
  • Critical digital pedagogy;
  • Rethinking pedagogy;
  • Adult learning and training;
  • Flipped classroom/flipped classroom and reflexivity;
  • Reflexivity and the act of writing.

Conference languages: Arabic, English and French

Important dates and submission guidelines

  • Abstract submission deadline: February 15th, 2023

  • Notification of acceptance: February 28th, 2023
  • Full Paper submission deadline: April 10th, 2023
  • Conference days: May 3rd, 4th,5th 2023

For all your submissions, use the following email: pcipi2023@gmail.com

Interested participants are kindly invited to submit an abstract (250-300 words maximum) before February 15th, 2023. Proposal for a paper presentation should also include:

  • Extended abstracts: (250-300 words);
  • Abstract submission must include: full name of the author(s), institutional affiliation, e-mail address, a short bio & 3-5 Keywords;
  • The full paper (including footnotes, tables and graphs...etc) must be within a limit of 7,000 words maximum (10-12 pages);
  • The full paper must be in MS-Word and typed using Times New Roman (font size 12), single space, single column with 2.5 cm margin on both

Important Notes:

  1. All submissions must report original and previously unpublished research
  2. Manuscripts should abide by the format and requirements defined by the conference committee and are subject to a blind-review by at least two members of the scientific committee.
  3. Selected papers will be published in a special volume of the conference
  4. To avoid potential technical issues, presenters are kindly requested to share their slides with the organizing committee one week before the first day of the conference (the participants will be provided by an e-mail in this regard).
  5. Specify in your proposal, in order of preference, two establishments in which you wish to intervene/participate (ENS Meknes, ESEF Kenitra or ESEF El Jadida).

Participation fees

  • Faculty and researchers: 60 euros (600 DH).
  • Doctoral students : 20 euros (200 DH).

The participation fee includes access to all conference sessions, one lunch and two coffee breaks, conference bag and publication.

Coordonnateurs du colloque

  • Afnakar Asmaâ (SCALEC, ENS Meknès, UMI)
  • Mabrour Abdelouahad (LERIC, FLSH El Jadida, UCD)
  • Meskine Driss (SCALEC, ENS Meknès, UMI)
  • Ouassou Ali (ESEF Kénitra, UIT)

Comité d’organisation

  • Afnakar Asmaâ (ENS Meknès, Université Moulay Ismaïl)
  • Barakate Hassna (ESEF El Jadida, Université Chouaïb Doukkali)
  • Belhaddioui Mériem (ENS Meknès, Université Moulay Ismaïl)
  • Benkirane Hasnae (ESEF Kénitra, Université Ibn Tofaïl)
  • Ben Salah Laila (ENS Meknès, Université Moulay Ismaïl)
  • Bouhlou Houda (FSJES El Jadida, Université Chouaïb Doukkali)
  • Boutob Ilham (ENS Meknès, Université Moulay Ismaïl)
  • Echcharfy Mouhssine (ESEF El Jadida, Université Chouaïb Doukkali)
  • Elaoufir Yasmina (ESEF Kénitra, Université Ibn Tofaïl)
  • El Houdna Youssef (ENS Tétouan, Université Abdelmalek Essaâdi)
  • El Rhaouat Omar (ESEF Kénitra, Université Ibn Tofaïl)
  • Eseghir Imane (ESEF El Jadida, Université Chouaïb Doukkali)
  • Es-Saidi kawtar (ESEF El Jadida, Université Chouaïb Doukkali)
  • Haddar Mohamed (ESEF El Jadida, Université Chouaïb Doukkali)
  • Idhssain Abdellah (ESEF El Jadida, Université Chouaïb Doukkali)
  • Mabrour Abdelouahad (FLSH El Jadida, UCD)
  • Menyani Nourreddine (ENS Meknès, Université Moulay Ismaïl)
  • Meskine Driss (ENS Meknès, Université Moulay Ismaïl)
  • Ouassou Ali (ESEF Kénitra, Université Ibn Tofaïl)
  • Zhiri Younes (ENS Meknès, Université Moulay Ismaïl)

Membres du comité d’organisation des Doctorants-chercheurs

  • Dalil Oumaima (SCALEC, ENS Meknès, Université Moulay Ismaïl)
  • Daoudi Safae (SCALEC, ENS Meknès, Université Moulay Ismaïl)
  • El Hars Fouad (Faculté des Sciences, Université Ibn Tofaïl)
  • Kacimi Noureddine (SCALEC, ENS Meknès, Université Moulay Ismaïl)
  • Otmani Abderrahmane (SCALEC, ENS Meknès, Université Moulay Ismaïl)

Comité scientifique

  • Abitiu Nihal (ESEF Kénitra, Université Ibn Tofaïl)
  • Aboulkacem Amina (ESEF Kénitra, Université Ibn Tofaïl)
  • Afnakar Asmaâ (ENS Meknès, Université Moulay Ismaïl)
  • Allouch Ali (ESEF Kénitra, Université Ibn Tofaïl)
  • Amzaourou Oulaid (ENS Meknès, Université Moulay Ismaïl)
  • Barakate Hassna (ESEF, El Jadida, Université Chouaïb Doukkali)
  • Belhaddioui Mériem (ENS Meknès, Université Moulay Ismaïl)
  • Benkirane Hasnae (ESEF Kénitra, Université Ibn Tofaïl)
  • Ben Salah Laila (ENS, Université Moulay Ismaïl, Meknès)
  • Boudi Yassine (FSJES El Jadida, Université Chouaïb Doukkali)
  • Bouhlou Houda (FSJES El Jadida, Université Chouaïb Doukkali)
  • Boukhibra Rachida (ESEF Kénitra, Université Ibn Tofaïl)
  • Boutob Ilham (ENS Meknès, Université Moulay Ismaïl)
  • Chafik Majid (ESEF Kénitra, Université Ibn Tofaïl)
  • Charyate Abdelilah (ESEF Kénitra, Université Ibn Tofaïl)

Subjects

Places

  • École Normale Supérieure
    Meknes, Kingdom of Morocco
  • École Supérieure d'Education et de Formation
    Kenitra, Kingdom of Morocco
  • École Supérieure d'Education et de Formation
    El Jadida, Kingdom of Morocco

Event attendance modalities

Full on-site event


Date(s)

  • Wednesday, February 15, 2023

Attached files

Keywords

  • réflexivité, autonomie, métacognition, psychologie cognitive, apprendre à apprendre, apprenance

Contact(s)

  • Asmaâ Afnakar
    courriel : A [dot] afnakar [at] umi [dot] ac [dot] ma

Information source

  • Asmaâ Afnakar
    courriel : A [dot] afnakar [at] umi [dot] ac [dot] ma

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Reflexivity and Autonomous Training: Realities, Reflection and Innovation », Call for papers, Calenda, Published on Thursday, January 12, 2023, https://doi.org/10.58079/1abk

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