From the first lesson to one year late: professional development of a French teacher student
Résumé
In this paper we analyse a teacher student from an initial lesson performed during educational training to one year after. In particular we consider the personal insights and reflections of the teacher student to explain the professional development reach in year of teaching experience.
In a qualitative perspective, we will analyse the first lesson performed by the teacher during the teaching training and the teacher student revision of the lesson ‘video after one year. This analysis can provide suggestions for the improvement of teacher training at university level.