Authors : Herinaina Elysé Rajaonarimanana

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/y6dd292m

Scribd : https://tinyurl.com/3j85n737

DOI : https://doi.org/10.38124/ijisrt/25dec1654

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : 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.

Keywords : Reflective Practice; Lesson Planning; Pre-Service Mathematics Teachers; Initial Teacher Education; OCPSERA.

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