Supporting Reflective Practice in Initial Teacher Training for Mathematics Teachers Using the OCPSERA Tool

This study examines the contribution of the OCPSERA tool to lesson planning and the development of reflective practice among students in initial mathematics teacher training at the École normale supérieure (ENS) in Madagascar. Using a mixed-method approach, data were collected from 32 students through pre- and post-training questionnaires, analysis of lesson plans, and semi-structured interviews. The quantitative results show a significant change in the perception of lesson planning, which has evolved from a primarily administrative task to a reflective process that supports pedagogical decisions and the anticipation of student difficulties. The qualitative results confirm these findings, highlighting greater consistency between objectives, teaching activities, and assessment methods, as well as more in-depth reflection prior to teaching. The study suggests that the integration of structured planning tools such as OCPSERA into initial teacher training is a relevant lever for the development of reflective practice, particularly in resource-limited contexts.