La visée de tout accompagnement collectif consiste à soutenir l'analyse de pratique à partir de situations réelles que vivent les professionnels. Passer de la réflexion à titre d'analyse et d'ajustement de sa pratique à la réflexivité suppose deux types de mise à distance : la capacité de poser un regard sur ou dans sa pratique et celle de poser un regard sur sa propre façon de réfléchir. Dans le cadre d'une démarche de recherche-action auprès de plus de 50 participants, directeurs et conseillers pédagogiques, nous discutons de la place qu' occupe le questionnement pour soutenir le passage de la réflexion à la réflexivité.

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Collective accompaniment, as per the reflexivity approach on-in-for practice, requires the adoption of different postures, whether one is placed in the role of the accompanying or accompanied person. This article presents the lived experiences of an accompaniment process fostering research and training within an individual and collective reflexivity approach. Three types of actors are interrelated: an accompanying research director, an accompanied and accompanying doctoral candidate, and accompanied and accompanying English as a second language teachers. Advocating for an action-research approach using the first-person point of view (“I”), each actor was invited to reflect on their practice from an on-in-for perspective. The discussion presents three dimensions: the role of ethical rules, the art of questioning, and the interdependence between involved actors.

This article proposes a questioning process contributing to differentiated leadership of the educational activities among school principals. This approach emerged from an action research conducted over a period of 15 months, with two groups of principals from primary and secondary levels within two school boards in Québec. The landmarks guiding the differentiated leadership of the educational activities are first presented, followed by the questioning process itself.

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