When they comes back to the learning center, the learners must take advantage of this period to think and reflect on their time in the company. The idea is that through feedback and reflection on their professional practice, they can analyze their professional position. This form encourages them to question themselves, to analyze and thus to improve their practice. The idea is that this feedback is understood as a moment of exchange with the other learners.

These moments of sharing professional practices are moments of constructive exchange. The learners confront their professional lives and discuss what they have experienced and how they have experienced it. This results in solutions found when a learner mentions a difficulty they have encountered because, through the exchange, another learner gives their vision of things and propose an appropriate solution.

In addition to this exchange, this feedback dialogue allows for the reactivation of sensations, emotions or feelings experienced. As seen before, affect anchors learning. Reactivating and reflecting on one's feelings anchors or calls into question the professional practices acquired in the company.

This process teaches the apprentice how to learn as they must:

Review the role they had during the internship period
Discuss the difficulties encountered
Reflect on the practices applied

The learners are active in their learning since they have to produce a critical look at their own professional practice, they are therefore actors in their own progress.

Example:

Safety standards are generally a constraint and are not usually applied on a daily basis in the company by worksite supervisors. The risk is that the learners do not place safety at the heart of their practices.

During the supervised feedback between learners, the exchange of experiences that may have led to accidents / risks of accidents (forgetting a helmet or gloves that could have led to a physical accident) leads the learners to consider safety practices more at the heart of their work.

They are therefore actors in their own learning through reflection and exchange with their peers.