Reflective Professional Analysis

Can We Learn how to Teach through Observation without Conforming?

Authors

DOI:

https://doi.org/10.5077/journals/aiufe.2026.e2662

Keywords:

Reflective practice, Professional gestures, Continuing professional development, Peer observation, Lesson observation

Abstract

This contribution presents the Reflective Professional Analysis (RPA), a methodological framework structuring exchanges following lesson observations. Built on three principles — grounding analysis in student activity, suspending judgment, and making dilemmas explicit — the RPA unfolds in four steps. It aims to develop reflective practice and self-regulation without prescribing best practices. Results of implementations in both initial and continuing professional development are discussed.

Author Biographies

  • Jean-Sébastien Graulich, University Institute for Teacher Education, University of Geneva, Switzerland

    Jean-Sébastien Graulich holds a Ph.D. in nuclear astrophysics from UCLouvain in Belgium. After ten years of research in particle physics in Geneva, he began teaching at the secondary level in 2011. He is currently a physics teacher at Saussure Middle School and leads physics teaching workshops at the IUFE.

  • Léonard Rouiller, University Institute for Teacher Education, University of Geneva, Switzerland

    Léonard Rouiller teaches physics at the lower secondary level in Geneva and is involved in teacher education at the University of Geneva, where he serves as a lecturer in cross-curricular approaches. He holds a Master’s degree in Condensed Matter Physics, a specialized Master’s degree in Physics Education, and a Certificate of Advanced Studies (CAS) in Supporting Teaching Practices. He is a member of the AFORDENS research group.

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Published

2026-10-14

Issue

No. 2 (2026): (Im)balance(s) in Work-Study Programs

Section

Articles

License

Copyright (c) 2026 Jean-Sébastien Graulich, didactique de la physique, Léonard Rouiller, équipe « Apprentissage, formation et développement professionnels dans l'enseignement » - AFORDENS

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Reflective Professional Analysis: Can We Learn how to Teach through Observation without Conforming? (2026). Annales de L’Institut Universitaire de Formation Pour L’Enseignement, 2. https://doi.org/10.5077/journals/aiufe.2026.e2662