An engineering of professionalization of the teaching profession through experiential learning and reflexivity: Towards an evaluative approach of new teaching practices

The process of experiential learning and reflective practice has a positive impact on the professionalization of teacher trainees during their work placement.They constitute a powerful vector for the integration of students into the context of the teaching profession.The research would attempt to analyze the nature of the relationship between concrete experience and reflexivity.Thus, the performance of professional know-how is a guarantee of the effectiveness and quality of the engineering of the socio-professional support system.The adoption of this imperative allows for the implementation of new professional referentials.This major preoccupation challenges us to question how teaching practices are influenced by reflective practice and experiential learning in a professionalization logic.We proceed through a descriptive and correlative research approach, opting for a questionnaire survey.By crossing the results of the study with previous scientific research, it emerges that the process of professionalization is dependent on a conscious and reasoned placement in a professional environment, necessary to the exercise of one's profession in order to achieve the status of a true actor of change and innovation.This engineering of the professionalization system will define the frame of reference, including the ethical values and the base of professional competencies that will be applicable to any professionalization program for future teachers.The new vision will be built around adapted teaching practices, collaborative andragogical approaches, personalized and professionalized training paths, and individualized and inclusive evaluation modalities that go well beyond validation and tenure