The collective dimension of reflective practice: the how and why

Abstract

In order to help future teachers develop reflective practice, many initial training programs provide support devices, both individual and collective. In the second case, the collective dimension of reflective practice raises some theoretical issues, given that reflective practice is primarily conceptualized as an individual process. This article attempts to conceptualize the relationship between reflective practice and verbal interaction in a collective approach to reflective practice. To do so, we transpose Vygotsky’s concept of semiotic mediation to the concept of reflective practice. From there we develop a model of interactional reflective practice. We then discuss potential conceptual and methodological extensions, conceptual limitations, and future research directions.