Relations between students, reflection and writing: a reality to consider for an efficient inclusion in a teacher training program

In the last fifteen years, reflective analysis is being recognized as one of the conditions in the professional status of teaching. In fact, devices promoting reflective positions are essential to teacher training. Nonetheless, certain students seem to reject such devises in various ways; hence, it is appropriate to question students’ initial dispositions towards reflection and one of its most common modes; i.e., reflective writing. Is the relation between reflection/reflective writing and these students a supporting point or rather an obstacle in their early training? Answers were sought through a questionnaire given to first year teaching students at Sherbrooke University. Though findings have shown a much less negative context, there is however, a wide variety of representations and early practices which indeed constitute a challenge for trainers.