Perceptions et enjeux de l’analyse réflexive des pratiques éducatives : étude exploratoire auprès d’éducatrices de la petite l’enfance en Tunisie

Abstract

In the field of education in general and language didactics, including French didactics, in particular, reflective analysis of teaching and training practices plays a crucial role in the professional development of trainers, teachers and early childhood educators. This exploratory study examines the perceptions of 30 Tunisian female educators with regard to ARPE, filling a gap in the contextualised literature. Through a questionnaire survey comprising three open-ended questions, we explored the way in which these professionals apprehend and integrate ECTA into their daily practice. Thematic analysis of the responses reveals a heterogeneous vision of ARPE. Some participants see it as a theoretical exercise, while others consider it essential to improving their practices. The results highlight a number of challenges, in particular the limitations of initial and continuing training, and the lack of practical integration of ARPE. In light of these findings, the study recommends that training for educators be stepped up, with a focus on interactive approaches and the use of practical teaching resources. It highlights the importance of taking into account the professional norms, psychological characteristics and behavioural skills of educators in order to optimise the implementation of ECCE. This research paves the way for further exploration, including interviews, to refine our understanding of perceptions and practices related to ECCE in the Tunisian early childhood education context.