DE L'OBSERVATION DE CLASSE À L'APPRENTISSAGE PROFESSIONNEL RÉFLEXIF : UNE ÉTUDE QUALITATIVE COMPARATIVE DANS LA FORMATION INITIALE DES ENSEIGNANTS DE FLE EN TÜRKIYE

This study examines how two distinct school contexts shape the French as a Foreign Language (FLE) teaching practices observed by pre-service teachers and their reflective professional learning during the Teaching Practice I course. Designed as a comparative qualitative multiple-case study, it draws on the practicum portfolios of ten pre-service FLE teachers who completed a twelve-week practicum in two anonymized public schools in Bursa, Türkiye: an Anatolian high school (AHS) and a science high school (SHS). The data were analyzed through six dimensions: teaching approach, target language use, student participation, instructional materials, classroom management, and professional learning. The findings show that the AHS context made issues of grammatical explanation, classroom management, and adaptation to students’ levels particularly visible, whereas the SHS context offered more opportunities to observe interactional use of French, multimodal materials, and learners’ oral engagement. The study thus suggests that teaching practicum does not produce homogeneous learning outcomes; rather, it constitutes a situated experience shaped by local pedagogical cultures.