Sociocultural mediation for pre-service language teacher education in an international, joint program

International audienceMy proposal will present the first analyses of an ongoing experimental education program that gathers a group of international pre-service language teachers from France and Germany. The focus is on the latter’s emotional reflexivity concerning the language teachers’ practice and their training, as areas for conscious, guided professional development and growth. Emotional states are understood here both as a complex neurological, psychological and sociocultural construct, which may hamper or facilitate an individual's engagement in a learning process, and as a culture and discourse-based learning objective. The underlying hypothesis is that the pre-service language teachers' reflexivity may lead to an awareness of whatever emotional states felt during the act of teaching, which will likely result in improved conditions for the language learners’ learning process. Ultimately, our approach of the sociocultural framework where learning is expected to occur, is developmental and psychological, thus both intra and interpersona