An experiential learning tool at the start of initial training
Authors
Géry Marcoux, AFORDENS team ‘Apprenticeship, training and professional development in education’
Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Yann Volpé, AFORDENS team ‘Apprenticeship, training and professional development in education’
Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Yann Vuillet, GRAFE team “Research Group for the Analysis of French as a Second Language”
Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
https://orcid.org/0009-0005-2133-176X
This text presents a “addressed photography” training device used in initial teacher education in Geneva. It aims to support reflective thinking linking theory and practice from the earliest internships. Students select an image representing a problematic situation and analyze it collectively with peers and trainers. Inspired by Dewey’s inquiry theory, the device fosters a progression from experience to conceptualization and supports the development of professional reflexivity.
Author Biographies
Géry Marcoux, AFORDENS team ‘Apprenticeship, training and professional development in education’, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Géry Marcoux is a lecturer and researcher at the University of Geneva, within the Faculty of Psychology and Educational Sciences. After ten years of teaching at secondary school level in Belgium, he turned to research in educational sciences, first at the Free University of Brussels, then at the University of Geneva. His research focuses on the beliefs and knowledge of teachers and trainee teachers, their decision-making processes, their teaching practices and their professional development, from a perspective rooted in the psychology of school learning and education.
Yann Volpé, AFORDENS team ‘Apprenticeship, training and professional development in education’, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Yann Volpé is a lecturer and researcher at the University of Geneva, within the Faculty of Psychology and Educational Sciences. After several years as a primary school teacher, educational coordinator and training manager, he specialised in teacher training and professional development. His research focuses on activity analysis, entry into the profession, pedagogical authority and the processes by which teachers gain recognition, drawing in particular on the philosophy of John Dewey. He also coordinates the practical placements as part of the initial training programme for primary school teachers.
Yann Vuillet, GRAFE team “Research Group for the Analysis of French as a Second Language”, Faculty of Psychology and Educational Sciences, University of Geneva, Switzerland
Yann Vuillet is a lecturer in French didactics at the University of Geneva. He holds a PhD in Educational Sciences from the University of Geneva, works in teacher education, and conducts research in French and literature didactics as well as in comparative didactics. His research focuses in particular on the teaching of writing and literature, and on the epistemology of didactics. He is also interested in teacher education and the analysis of teachers’ professional activity.
Copyright (c) 2026 Géry Marcoux, équipe « Apprentissage, formation et développement professionnels dans l’enseignement » - AFORDENS, Yann Volpé, équipe « Apprentissage, formation et développement professionnels dans l’enseignement » - AFORDENS, Yann Vuillet, équipe « Groupe de recherche pour l'analyse du français enseigné » - GRAFE
Addressed photography: An experiential learning tool at the start of initial training. (2026). Annales de L’Institut Universitaire de Formation Pour L’Enseignement, 2. https://doi.org/10.5077/journals/aiufe.2026.e2674
