| Note: | TITLE: Reflective Writing as a Lever for the Professionalization of Teachers of French as a Foreign Language: Analysis of Practice Narratives by Master’s Students \
ABSTRACT: This paper examines the role of reflective writing in the professionalization of teachers of French as a foreign language (FFL) during initial training. Analyzing 16 practice narratives written by 8 Master’s students in FFL didactics at the University of Khenchela (Algeria), we explore how narrative writing fosters the development of reflective skills despite significant linguistic constraints (A2 level in French). The multidimensional analysis reveals significant progression between the first and the second narrative across five dimensions: deepening of reflection, diversification of analyzed situations, development of reflective posture, mastery of written expression, and narrative creativity. The results demonstrate that the creative approach helps overcome linguistic barriers and constitutes an effective tool for developing a teacher’s professional identity. This study contributes to enriching training devices by proposing an innovative alternative to traditional approaches to practice analysis. The research is grounded in the theoretical foundations of Schön, Dewey, and Perrenoud, and draws on the Vygotskian perspective of writing as cognitive mediation. Our methodology includes qualitative analysis using two complementary grids to evaluate the development of reflexivity and writing competencies. The findings show a 28% improvement in average scores for reflective dimensions, with the most notable progress in practice analysis (a 33% increase) and solution construction (a 35% increase). \
KEYWORDS: reflective writing, teacher professionalization, FFL, initial training, practice narratives |
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