"Enseigner les sciences": un espace numérique d'échange et de formation concernant l'enseignement des sciences à l'école primaire

Cela fait maintenant plus de 10 ans que les premiers dispositifs de e-learning ont vu le jour, que ce soit pour la formation continue ou pour la formation initiale. Dans un premier temps, le recours aux technologies n’a consisté qu’à publier sur Internet l’ensemble des ressources ainsi que le cours, sous forme de texte, dispensé par l’enseignant. Puis, grâce à l’évolution des technologies, de nouvelles possibilités ont vu le jour : la mise en ligne de documents audios, de vidéos, et plus récemment, la mise en place d’espaces numériques de travail permettant à l’enseignant, comme à tous les participants, d’y placer des documents et des commentaires. L’apparition des wikis a permis de voir apparaître de nouvelles formes de e-learning, basés sur la collaboration. Depuis quelques mois, l’explosion des réseaux sociaux, facebook pour le plus célèbre, permet d’envisager de nouveaux dispositifs d’apprentissage interconnectant cours en présentiel et travail à distance

Past and future conditions for polar stratospheric cloud formation simulated by the Canadian Middle Atmosphere Model

We analyze here the polar stratospheric temperatures in an ensemble of three 150-year integrations of the Canadian Middle Atmosphere Model (CMAM), an interactive chemistry-climate model which simulates ozone depletion and recovery, as well as climate change. A key motivation is to understand possible mechanisms for the observed trend in the extent of conditions favourable for polar stratospheric cloud (PSC) formation in the Arctic winter lower stratosphere. We find that in the Antarctic winter lower stratosphere, the low temperature extremes required for PSC formation increase in the model as ozone is depleted, but remain steady through the twenty-first century as the warming from ozone recovery roughly balances the cooling from climate change. Thus, ozone depletion itself plays a major role in the Antarctic trends in low temperature extremes. The model trend in low temperature extremes in the Arctic through the latter half of the twentieth century is weaker and less statistically robust than the observed trend. It is not projected to continue into the future. Ozone depletion in the Arctic is weaker in the CMAM than in observations, which may account for the weak past trend in low temperature extremes. In the future, radiative cooling in the Arctic winter due to climate change is more than compensated by an increase in dynamically driven downwelling over the pole.

Singlet oxygen reacts with 2 `,7 `-dichlorodihydrofluorescein and contributes to the formation of 2 `,7 `-dichlorofluorescein

There are controversial reports in the literature concerning the reactivity of singlet oxygen ((1)O(2)) with the redox probe 2`,7`-dichlorodihydrofluorescein (DCFH). By carefully preparing solutions in which (1)O(2) is quantitatively generated in the presence of DCFH, we were able to show that the formation rate of the fluorescent molecule derived from DCFH oxidation, which is 2`,7`-dichlorofluorescein (DCF), increases in D(2)O and decreases in sodium azide, proving the direct role of (1)O(2) in this process. We have also prepared solutions in which either (1)O(2) or dication (MB(center dot 2+)) and semi-reduced (MB(center dot)) radicals of the sensitizer and subsequently super-oxide radical (O(2)(center dot-)) are generated. The absence of any effect of SOD and catalase ruled out the DCFH oxidation by O(2)(center dot-), indicating that both (1)O(2) and MB(center dot 2+) react with DCFH. Although the formation of DCF was 1 order of magnitude larger in the presence of MB(center dot 2+) than in the presence of (1)O(2), considering the rate of spontaneous decays of these species in aqueous solution, we were able to conclude that the reactivity of (1)O(2) with DCFH is actually larger than that of MB(center dot 2+). We conclude that DCFH can continue to be used as a probe to monitor general redox misbalance induced in biologic systems by oxidizing radicals and (1)O(2).

The role of recrystallization and coarsening in the formation of ultrafine grained steels through thermomechanical processing.

There is now considerable interest in the development of ultrafine grained steels with an average grain size of the order of 1µm. One of the methods with currently the greatest industrial interest is by dynamic strain induced transformation from austenite to ferrite. This involves deformation below the
equilibrium transformation temperature so that transformation occurs during the deformation. However, large strains are required to completely transform the microstructure during deformation. It is potentially possible to activate transformation during deformation then continue transformation
during subsequent cooling. It is shown that there are two critical strains: the first is where dynamic transformation commences and the second is the minimum strain for a fully ultrafine final microstructure after cooling to room temperature. The deformation and potential role of dynamic
recrystallization of the dynamically formed ferrite is also considered. Overall it is clear that for full industrial exploitation there is a need to understand and exploit the competing issues of nucleation, growth and recrystallization of the ferrite by both dynamic and static processes.

Leitura e formação docente nas vozes de futuros professores

Este trabalho busca investigar o modo como a pesquisa acadêmica vem discutindo futuros professores acerca de sua formação leitora e acadêmica. Os sujeitos da pesquisa são alunos majoritariamente concluintes do curso de Licenciatura em Letras da Universidade Federal do Pará (UFPA) e de Formação de Professores para o Pré-escolar e 1ª a 4ª Série do Ensino Fundamental (atualmente correspondente ao de Pedagogia), da Universidade Estadual do Pará (UEPA). O corpus se constitui em um conjunto de trinta relatos, gerados por meio de entrevistas semi-estruturadas em torno de determinados temas que serviram de parâmetro para a análise dados. Do ponto de vista teórico-disciplinar, o estudo inscreve-se na esteira de estudos em Lingüística Aplicada, especialmente naqueles que se ocupam da problemática do letramento e da formação docente. Já do ponto de vista metodológico, a análise empreendida pressupõe ser possível detectar nos relatos dos alunos – naquilo que dizem e no modo com que esse dizer é formulado – indícios de suas percepções sobre o tema em questão no estudo – a relação entre leitura e formação docente considerando essa relação no domínio das licenciaturas, na área das humanidades, em duas instituições públicas de ensino superior. Tais indícios relacionam-se não apenas ao papel da leitura na sua formação, mas a outros tantos aspectos relacionados às finalidades da escola; à dimensão teórica e prática da formação acadêmica; aos suportes e gêneros textuais em que constituem as suas práticas de leitura dentro e fora da universidade; e as suas expectativas quanto à prática profissional para que foram formados. A análise dos dados nos permitiu traçar os contornos de um perfil situado de um profissional em estágio final de formação acadêmica, no que se refere tanto a seu processo de letramento, ou seja, a sua constituição como leitor, quanto a sua formação como formador de leitores. Na perspectiva dos estudos aplicados, esses resultados podem subsidiar a reflexão sobre as políticas públicas de formação acadêmica e de formação continuada do professor.

Homeorhetic assemblies: turning beehive formation dynamics into high-res tectonics

Homeorhetic Assemblies indaga le potenzialità tettoniche ed architettoniche derivanti dallo studio dei sistemi biologici decentralizzati, dei loro comportamenti e delle relazioni dinamiche con la colonia in termini di processi adattativi e costruttivi continui nel tempo. La ragione di questo interesse è radicata nei principi dell’ecologia applicata al design ed alle tecnologie di fabbricazione contemporanee, che vanno al di là della mera imitazione formale: ci si è quindi chiesto come raggiungere una spazialità complessa ed articolata, omogeneità di prestazioni ed una struttura continua caratterizzata da molti elementi aventi le stesse caratteristiche di forma e materiale. L’ecologia è lo studio di un insieme di economie, ovvero rapporti di scambio, tra un organismo ed il suo ambiente e l’efficenza dei pattern distributivi che derivano da queste relazioni sono fondamentali al fine del successo evolutivo del sistema stesso. I sistemi su cui ci si è concentrati sono caratterizzati dalla capacità di creare strutture a buon mercato (con l’uso di istruzioni semplici ed un unico materiale) e ad elevato grado di complessità ed efficienza, armonizzando l’aspetto formale con l’organizzazione materica e fisiologica. Il modello di comportamento considerato riguarda le dinamiche alla base della creazione degli alveari naturali creati dalle api millifere. Queste caratteristiche sono state codificate nella programmazione di un sistema multi agente composto da agenti autonomi in grado di interagire in un ambiente eterogeneo e capaci di depositare selettivamente elementi in una struttura composta da springs e particles, periodicamente stabilizzata ed ottimizzata. In un tale sistema, a priori sono note solo le relazioni locali per i singoli agenti ed il comportamento strutturale generale, mentre gli oggetti e gli eventi emergono in maniera non predeterminata come risultato di queste interazioni nello spazio e nel tempo. I risultati appaiono estremamente complessi ed eterogenei nella loro organizzazione spaziale, pur emergendo un set di elementi identificabili nella loro specifica singolarità (come ad esempio superfici, colonne, capriate etc...) ma che generano strutture continue, e creano grande differenziazione di densità e di disposizione dei singoli elementi all’interno della struttura. La ridondanza strutturale ottenuta è una scelta deliberata e permessa dall’automatizzazione della fase di costruzione attraverso la programmazione di robot, tramite i quali si intende realizzare un prototipo fisico delle strutture ottenute.

Provenance signature of a forearc basin modified by spreading ridge subduction: Detrital zircon geochronology and detrital modes from the Paleogene Arkose Ridge Formation, southern Alaska

Upper Paleocene–Eocene boulder conglomerate, cross-stratified sandstone, and laminated carbonaceous mudstone of the Arkose Ridge Formation exposed in the southern Talkeetna Mountains record fluvial-lacustrine deposition proximal to the volcanic arc in a forearc basin modified by Paleogene spreading ridge subduction beneath southern Alaska. U-Pb ages of detrital zircon grains and modal analyses were obtained from stratigraphic sections spanning the 2,000 m thick Arkose Ridge Formation in order to constrain the lithology, age, and location of sediment sources that provided detritus. Detrital modes from 24 conglomerate beds and 54 sandstone thin sections aredominated by plutonic and volcanic clasts and plagioclase feldspar with minor quartz, schist, hornblende, argillite, and metabasalt. Westernmost sandstone and conglomerate strata contain <5% volcanic clasts whereas easternmost sandstone and conglomerate strata contain 40 to >80% volcanic clasts. Temporally, eastern sandstones andconglomerates exhibit an upsection increase in volcanic detritus from <40 to >80% volcanic clasts. U-Pb ages from >1400 detrital zircons in 15 sandstone samples reveal three main populations: late Paleocene–Eocene (60-48 Ma; 16% of all grains), Late Cretaceous–early Paleocene (85–60 Ma; 62%) and Jurassic–Early Cretaceous (200–100 Ma; 12%). A plot of U/Th vs U-Pb ages shows that >97% of zircons are <200 Ma and>99% of zircons have <10 U/Th ratios, consistent with mainly igneous source terranes. Strata show increased enrichment in late Paleocene–Eocene detrital zircons from <2% in the west to >25% in the east. In eastern sections, this younger age population increases temporally from 0% in the lower 50 m of the section to >40% in samples collected >740 m above the base. Integration of the compositional and detrital geochronologic data suggests: (1) Detritus was eroded mainly from igneous sources exposed directly north of the Arkose Ridge Formation strata, mainly Jurassic–Paleocene plutons and Paleocene–Eocenevolcanic centers. Subordinate metamorphic detritus was eroded from western Mesozoic low-grade metamorphic sources. Subordinate sedimentary detritus was eroded from eastern Mesozoic sedimentary sources. (2) Eastern deposystems received higher proportions of juvenile volcanic detritus through time, consistent with construction of adjacent slab-window volcanic centers during Arkose Ridge Formation deposition. (3)Western deposystems transported detritus from Jurassic–Paleocene arc plutons that flank the northwestern basin margin. (4) Metasedimentary strata of the Chugach accretionaryprism, exposed 20-50 km south of the Arkose Ridge Formation, did not contribute abundant detritus. Conventional provenance models predict reduced input of volcanic detritus to forearc basins during exhumation of the volcanic edifice and increasing exposure ofsubvolcanic plutons (Dickinson, 1995; Ingersoll and Eastmond, 2007). In the forearc strata of these conventional models, sandstone modal analyses record progressive increases upsection in quartz and feldspar concomitant with decreases in lithic grains, mainly volcanic lithics. Additionally, as the arc massif denudes through time, theyoungest detrital U-Pb zircon age populations become significantly older than the age of forearc deposition as the arc migrates inboard or ceases magmatism. Westernmost strata of the Arkose Ridge Formation are consistent with this conventional model. However, easternmost strata of the Arkose Ridge Formation contain sandstone modes that record an upsection increase in lithic grains accompanied by a decrease in quartz and feldspar, and detrital zircon age populations that closely match the age of deposition. This deviation from the conventional model is due to the proximity of the easternmost strata to adjacent juvenile volcanic rocks emplaced by slab-window volcanic processes. Provenance data from the Arkose Ridge Formation show that forearc basins modified by spreading ridge subduction may record upsection increases in non-arc, syndepositional volcanic detritusdue to contemporaneous accumulation of thick volcanic sequences at slab-window volcanic centers. This change may occur locally at the same time that other regions of the forearc continue to receive increasing amounts of plutonic detritus as the remnant arc denudes, resulting in complex lateral variations in forearc basin petrofacies and chronofacies.

Interrogating the spaces of personal photography : women, identity, and the cultural formation of photographic practice

Personal photographs permeate our lives from the moment we are born as they define who we are within our familial group and local communities. Archived in family albums or framed on living room walls, they continue on after our death as mnemonic artifacts referencing our gendered, raced, and ethnic identities. This dissertation examines salient instances of what women “do” with personal photographs, not only as authors and subjects but also as collectors, archivists, and family and cultural historians. This project seeks to contribute to more productive, complex discourse about how women form relationships and engage with the conventions and practices of personal photography. In the first part of this dissertation I revisit developments in the history of personal photography, including the advertising campaigns of the Kodak and Agfa Girls and the development of albums such as the Stammbuch and its predecessor, the carte-de-visite, that demonstrate how personal photography has functioned as a gendered activity that references family unity, sentimentalism for the past, and self-representation within normative familial and dominant cultural groups, thus suggesting its importance as a cultural practice of identity formation. The second and primary section of the dissertation expands on the critical analyses of Gillian Rose, Patricia Holland, and Nancy Martha West, who propose that personal photography, marketed to and taken on by women, double-exposes their gendered identities. Drawing on work by critics such as Deborah Willis, bell hooks, and Abigail Solomon-Godeau, I examine how the reconfiguration, recontextualization, and relocation of personal photographs in the respective work of Christine Saari, Fern Logan, and Katie Knight interrogates and complicates gendered, raced, and ethnic identities and cultural attitudes about them. In the final section of the dissertation I briefly examine select examples of how emerging digital spaces on the Internet function as a site for personal photography, one that both reinscribes traditional cultural formations while offering new opportunities for women for the display and audiencing of identities outside the family.

The role of Sse1 in the de novo formation and variant determination of the [PSI+] prion.

Yeast prions are a group of non-Mendelian genetic elements transmitted as altered and self-propagating conformations. Extensive studies in the last decade have provided valuable information on the mechanisms responsible for yeast prion propagation. How yeast prions are formed de novo and what cellular factors are required for determining prion "strains" or variants--a single polypeptide capable of existing in multiple conformations to result in distinct heritable phenotypes--continue to defy our understanding. We report here that Sse1, the yeast ortholog of the mammalian heat-shock protein 110 (Hsp110) and a nucleotide exchange factor for Hsp70 proteins, plays an important role in regulating [PSI+] de novo formation and variant determination. Overproduction of the Sse1 chaperone dramatically enhanced [PSI+] formation whereas deletion of SSE1 severely inhibited it. Only an unstable weak [PSI+] variant was formed in SSE1 disrupted cells whereas [PSI+] variants ranging from very strong to very weak were formed in isogenic wild-type cells under identical conditions. Thus, Sse1 is essential for the generation of multiple [PSI+] variants. Mutational analysis further demonstrated that the physical association of Sse1 with Hsp70 but not the ATP hydrolysis activity of Sse1 is required for the formation of multiple [PSI+] variants. Our findings establish a novel role for Sse1 in [PSI+] de novo formation and variant determination, implying that the mammalian Hsp110 may likewise be involved in the etiology of protein-folding diseases.

Barriers to protein folding: formation of buried polar interactions is a slow step in acquisition of structure.

In the MYL mutant of the Arc repressor dimer, sets of partially buried salt-bridge and hydrogen-bond interactions mediated by Arg-31, Glu-36, and Arg-40 in each subunit are replaced by hydrophobic interactions between Met-31, Tyr-36, and Leu-40. The MYL refolding/dimerization reaction differs from that of wild type in being 10- to 1250-fold faster, having an earlier transition state, and depending upon viscosity but not ionic strength. Formation of the wild-type salt bridges in a hydrophobic environment clearly imposes a kinetic barrier to folding, which can be lowered by high salt concentrations. The changes in the position of the transition state and viscosity dependence can be explained if denatured monomers interact to form a partially folded dimeric intermediate, which then continues folding to form the native dimer. The second step is postulated to be rate limiting for wild type. Replacing the salt bridge with hydrophobic interactions lowers this barrier for MYL. This makes the first kinetic barrier rate limiting for MYL refolding and creates a downhill free-energy landscape in which most molecules which reach the intermediate state continue to form native dimers.

Pour réussir dans la vie professionnelle, a-t-on besoin d'un bon quotient intellectuel (QI) ou d'un bon quotient émotionnel (QÉ)?

Après avoir présenté brièvement deux courants conceptuels à propos de l’intelligence émotionnelle (IÉ), nous abordons l’impact de celle-ci sur sept aspects du monde du travail : le leadership, la formation du personnel, la sélection du personnel, le rendement à la tâche, la gestion des conflits, les attitudes au travail et le bien-être au travail. Alors que l’intelligence émotionnelle promettait au départ de bouleverser le monde du travail, un grand nombre d’études montre que celle-ci ne fait pas le poids, particulièrement au plan de sa validité. Comparée à la valeur prédictive du quotient intellectuel (QI), l’intelligence émotionnelle montre un faible pouvoir prédicteur, en dépit des instruments judicieux que ses promoteurs ont mis au point pour mesurer ses effets.

Pitting and porous layer formation on n-InP anodes

Surface pitting occurs when InP electrodes are anodized in KOH electrolytes at concentrations in the range 2 - 5 mol dm-3. The process has been investigated using atomic force microscopy (AFM) and the results correlated with cross-sectional transmission electron microscopy (TEM) and electroanalytical measurements. AFM measurements show that pitting of the surface occurs and the density of pits is observed to increase with time under both potentiodynamic and potentiostatic conditions. This indicates a progressive pit nucleation process and implies that the development of porous domains beneath the surface is also progressive in nature. Evidence for this is seen in plan view TEM images in which individual domains are seen to be at different stages of development. Analysis of the cyclic voltammograms of InP electrodes in 5 mol dm-3 KOH indicates that, above a critical potential for pit formation, the anodic current is predominantly time dependent and there is little differential dependence of the current on potential. Thus, pores continue to grow with time when the potential is high enough to maintain depletion layer breakdown conditions.

Évaluation d’un programme de formation en matière d’agression sexuelle envers les enfants pour les communautés autochtones du Québec

L’agression sexuelle (AS) envers les enfants est une problématique majeure affectant les communautés autochtones. Considérant les conséquences à long terme associées à l’AS, il est primordial que les intervenants soient formés adéquatement pour intervenir en cas d’AS puisque que cette problématique compromet le bien-être des enfants, de leur famille et de leur communauté. Le Centre d’expertise Marie-Vincent, en partenariat avec les communautés autochtones, a mis sur pied une formation en matière d’AS spécifiquement adaptée aux besoins des intervenants. De 2013 à 2015, 161 professionnels œuvrant dans les communautés autochtones ont participé à cette formation. Deux phases de collecte de données distinctes ont été menées pour vérifier l’atteinte des objectifs du programme, soit l’amélioration des connaissances et des interventions en matière d’AS des participants. Lors de la première phase, les participants ont répondu à un questionnaire de réactions et à un test de connaissances. Une étude de cas multiples qualitative comportant quatre communautés a été réalisée lors de la deuxième phase. En plus d’un taux d’appréciation élevé, les résultats révèlent une augmentation significative des connaissances, passant de 54 % à 87 % (t(125) = 16,4, p < 0,001, ηp2 = 0,68). L’analyse des entrevues fait état d’une appropriation des contenus de formation dans la pratique professionnelle des participants. Ces derniers affirment avoir modifié la façon dont ils questionnent les enfants et être plus attentifs aux signes et symptômes d’une AS. Des changements sur le plan des attitudes, notamment sur l’importance du signalement, sont également rapportés. Finalement, la formation est considérée comme l’un des éléments déclencheurs d’une meilleure collaboration intersectorielle dans au moins une communauté.

Pour réussir dans la vie professionnelle, a-t-on besoin d'un bon quotient intellectuel (QI) ou d'un bon quotient émotionnel (QÉ)?

Après avoir présenté brièvement deux courants conceptuels à propos de l’intelligence émotionnelle (IÉ), nous abordons l’impact de celle-ci sur sept aspects du monde du travail : le leadership, la formation du personnel, la sélection du personnel, le rendement à la tâche, la gestion des conflits, les attitudes au travail et le bien-être au travail. Alors que l’intelligence émotionnelle promettait au départ de bouleverser le monde du travail, un grand nombre d’études montre que celle-ci ne fait pas le poids, particulièrement au plan de sa validité. Comparée à la valeur prédictive du quotient intellectuel (QI), l’intelligence émotionnelle montre un faible pouvoir prédicteur, en dépit des instruments judicieux que ses promoteurs ont mis au point pour mesurer ses effets.

Étude des catégories de réflexion sur l’action d’enseignantes et d’enseignants novices à l’ordre d’études collégiales, secteur technique

Notre recherche doctorale s’intéresse aux enseignantes et enseignants novices à l’ordre d’études collégiales qui oeuvrent au secteur technique. Selon de nombreux auteurs, leur entrée en fonction est marquée par l’isolement, par la précarité d’emploi et par une carence en formation pédagogique (Galaise, 2009; Lauzon, 2002). Ces conditions ne favorisent pas leur insertion professionnelle et se soldent trop souvent par des pratiques par tâtonnement qui ne leur permettent pas de s’adapter adéquatement à leur nouvelle profession (Lauzon, 2002). Ce manque de contrôle relatif en début de carrière engendre chez plusieurs enseignantes et enseignants novices un niveau de stress élevé et un délai important avant d’avoir l’impression de tirer des apprentissages de la pratique (Ibid). À cet égard, la pratique réflexive a été identifiée comme pouvant contribuer à l’amélioration de l’enseignement (Bessette et Duquette, 2003; De Cock, Wibault et Paquay, 2006; Holborn, 1992; Lacroix, 2008; Schön, 1983). Toutefois, il appert que les enseignantes et les enseignants ne savent pas toujours comment en tirer parti. L’utilisation d’outils réflexifs simples, accessibles et minimalement connus par les enseignantes et les enseignants novices permettrait de stimuler leur réflexion sur l’action et les rendrait plus autonomes en début de carrière. Le cadre conceptuel auquel nous nous sommes référé dans cette recherche fait appel à trois concepts-clés soit la pratique réflexive, la pensée réflexive et la réflexion. Le modèle de la démarche réflexive d’Holborn (1992) a permis de dynamiser le processus réflexif tandis que les catégories de réflexion proposées par Mezirow (1981) favorisent une analyse de la démarche réflexive entamée par les enseignantes et les enseignants novices. À ce propos, bon nombre d’auteurs ont utilisé le terme de « niveau » pour indiquer une hiérarchie dans les contenus de réflexion. Comme nous 3 le verrons plus loin, nous lui avons préféré le terme de « catégorie » pour écarter cette idée de gradation en privilégiant une approche qui tient compte des dimensions individuelles et met l’accent sur la diversité de l’expérience humaine. Des objectifs spécifiques ont été dégagés des modèles convoqués, mentionnons entre autres, notre intérêt à : 1) décrire les catégories de réflexion exprimées par des enseignants et des enseignantes novices au cours de leur réflexion sur l’action; 2) préciser les catégories de réflexion exprimées lors de l’utilisation des différents outils proposés; 3) mettre en évidence l’apport des différents outils servant à soutenir le développement de la pratique réflexive selon la perception des enseignantes et des enseignants novices. Cette recherche exploratoire de type qualitatif a été réalisée auprès d’enseignantes et d’enseignants novices provenant des départements des techniques de Prothèses dentaires et des techniques de Denturologie qui ont expérimenté les différents outils sélectionnés (journal de bord, autoévaluation, rétroaction vidéo, autoconfrontation simple) pour soutenir leur réflexion. Un accompagnement leur a été proposé par des collègues expérimentés afin qu’ils se familiarisent avec les outils. Enfin, l’appréciation des outils par les participantes et les participants a été recueillie grâce à des entrevues semi-dirigées. À la suite de cette expérimentation qui s’est déroulée sur une année scolaire au collégial, les résultats nous permettent de conclure que les novices développent une meilleure compréhension du processus de réflexion sur l’action et ils utilisent mieux les outils mis à leur disposition au fur et à mesure qu’ils y sont exposés. Les novices sont davantage en mesure de fournir des interprétations logiques et explicites de leurs actions. Nos résultats montrent que les participantes et les participants sollicitent des catégories de réflexion variées lorsqu’ils réfléchissent sur leur pratique. Enfin, les outils semblent contribuer de manière positive à la découverte de significations émergeant de la pratique et ils permettent de bonifier leurs actions pédagogiques. 4 Des retombées sur la pratique enseignante au collégial auront un effet favorable grâce à une utilisation plus éclairée des outils soutenant le développement de la pratique réflexive. D’ailleurs, ces derniers pourront être considérés dans le cadre de l’élaboration et de la mise en place de programmes favorisant la formation continue sur le plan pédagogique, sur le plan de l’insertion et du développement professionnel lors de l’entrée en fonction des novices puisque les outils leur permettront d’avoir une meilleure compréhension de leur pratique enseignante.