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Dans cet article conclusif, les transformations actuelles de l’EEE sont interrogées selon trois axes. Les limites et les dérives observées dans ce domaine conduisent tout d’abord à remettre en question une approche de la qualité de l’enseignement normative et généralisante dont les effets déformants et les dangers ne sont pas à minimiser. Est soulignée ensuite l’importance à accorder aux situations particulières et la nécessité d’une approche écologique de l’EEE, à savoir prenant en compte les caractéristiques et dynamiques propres à chaque milieu ainsi que les emboîtements de contextes dans lesquels elle se trouve prise. Enfin, dans une logique pédagogique, il est considéré comment l’EEE, s’inscrivant dans un ensemble plus large, constitue un vecteur d’amélioration de l’enseignement non seulement en le stimulant mais en participant à ses transformations.In this final article, the current changes taking place in student evaluation of teaching are considered, focussing on three points. To begin with, the limits and abuse that have been observed in this field make the authors question the generalizing and normative approach to quality in education: the distorting effect and dangers of this approach should not be underestimated. Then the authors underline how important it is to consider specific situations, and to apply an ecological approach to SET. This entails taking into account the characteristics and dynamics which are specific to each environment, as well as the way this approach is affected by the manner in which it fits into the different contexts. Finally, the issue is considered from a pedagogical point of view. student evaluation of teaching is part of a broader framework, and it can thus be a vector for improving teaching by stimulating it and also contribute to transforming it.Neste artigo conclusivo, as transformações atuais da avaliação do ensino pelos estudantes são questionados segundo três eixos. Os limites e as derivas observados neste domínio levam, desde logo, a colocar em questão uma abordagem da qualidade do ensino normativa e generalizante cujos efeitos deformantes e perigos não devem ser minimizados. é sublinhada de seguida a importância das situações específicas e a necessidade de uma abordagem ecológica da avaliação do ensino pelos estudantes, nomeadamente tendo em conta as características e dinâmicas próprias a cada meio, bem como a forma como esta abordagem é afetada pela maneira através da qual se adequa aos diferentes contextos. Por fim, numa lógica pedagógica, é considerado o modo como a avaliação do ensino pelos estudantes, inserindo-se numa perspetiva mais abrangente, constitui um vetor de melhoria do ensino não apenas estimulando-o, mas também participando nas suas transformações

Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speaking skills. We found no correlation between teacher age and language learning beliefs or teaching practices. However, teachers who offered a wider range of activities in any of the five competences tended to have more in-service training and higher English proficiency. Further correlations were found between oral language teaching and technology integration, and written language teaching and teaching experience. The paper concludes with links to previous teacher cognition research and suggestions for teacher education.

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