Appréciation des stagiaires au sujet des apprentissages effectués en contexte de stage en enseignement

Malo, Annie

doi:10.7202/1002165ar

Cited by 11 publications

(9 citation statements)

References 13 publications

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“…Like other studies carried out in the context of teacher training [38], our research seems to indicate that some trainees "import" the epistemological stance that is valued at university during internships. Indeed, the analysis of the epistemic dimension (the relation to knowledge and knowledge) reveals that socioconstructivist conception of knowledge would have penetrated the discourse of certain number of future teachers of physical education in our sample, either about a third.…”

Section: Epistemic Identity and Social Dimensions Of The Achievementsupporting

confidence: 75%

Opinions and Pressings of Students in Physical Education on Development of Professional Skills during Internships in Congo

Mviri¹,

Mabassa²,

Tira³

et al. 2019

JSS

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The role of internships in building professional skills of physical education students in training has led to many reflections. The data from this study, which are part of the field of professional didactics, reflect the development of professionalism of student trainees. The descriptive and interpretive study included 74 physical education trainee students engaged in field placements. The data collection used a professional skills assessment grid and interviews to capture the meaning they attribute to their personal and subjective experience during the internships. The results obtained show that internships have repercussions on the professional skills acquired by trainee students, in relation to the level of communication between trainee and student teachers, the design of teaching situations, the assessment of the progress of learning and learning, and the degree of skill acquisition. In conclusion, the results of this work call for the improvement of conditions for monitoring and developing the experience of trainee students in terms of didactic, psychopedagogical and environmental knowledge.

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Section: Epistemic Identity and Social Dimensions Of The Achievementsupporting

confidence: 75%

Opinions and Pressings of Students in Physical Education on Development of Professional Skills during Internships in Congo

Mviri¹,

Mabassa²,

Tira³

et al. 2019

JSS

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show abstract

“…For example, they may or may not perceive themselves as responsible for immigrant students' difficulties. Doing so, teachers seek to avoid costs and gain benefits from the decisions and choices they make in the action [12]. Although this can deprive a student from a learning opportunity, but in terms of benefits, teachers maintain order in the classroom.…”

Section: Prescribed and Real Teaching Workmentioning

confidence: 99%

Managing a Multiethnic Class: What are Teachers’ Perceptions and Decisions to Support Immigrant Students?

Koubeissy¹

2019

LICEJ

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This article interprets the perceptions and the reasons that induce teachers to make their decisions to support immigrant students in real class context, while taking into consideration the needs of other students. Based on the teaching work analysis approach and the concept of managing the unexpected, the article aims to explore the real work executed by teachers by virtue of classroom factors, and to search the reasons behind the actions they take in their classes. Drawing on qualitative interpretive methodology, data were collected through class observation, audio recording, and interviews with two teachers and their three immigrant students from two different highly diverse primary schools in Quebec. Findings show that teachers opt for collective, small group and individual support to cover their students' needs when they anticipate or discover students' difficulties. More specifically, the analysis of teachers' reasons shows that implementing and processing of individual teaching support practices are influenced by the perceptions and the decisions that teachers must make momentarily when they encounter a student difficulty. Teachers' decisions result from an inner negotiation process. They have to choose quickly between implementing supporting practices and maintaining their ongoing prescribed tasks. More particularly, the teachers adopt four scenarios to manage the unexpected in their classes: 1-integrating the unexpected into the teaching activity, 2-considering the unexpected as a disruptive element, 3-exploiting the unexpected for the benefit of the class, 4-transferring the responsibility to the student.

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“…En matière d'évaluation, se professionnaliser signifie faire des apprentissages professionnels, c'est-à-dire incorporer des savoirs professionnels reconnus, légi-timés et scientifiquement valorisés (Carnus et Terrisse, 2006 ;Jorro, 2009), en vue de développer des pratiques évaluatives (Malo, 2010).…”

Section: Se Professionnaliser En éValuationunclassified

Formation des enseignants du secteur de l’éducation des adultes à l’évaluation des compétences : défis et perspectives

Nizet

2015

rse

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La réforme du curriculum de la Formation générale des adultes réactive la question de la professionnalisation des enseignants de ce secteur par le biais de leur formation initiale et continue. Une recherche exploratoire a été entreprise pour repérer comment est prise en compte la réalité professionnelle de ces enseignants dans la construction de savoirs professionnels en évaluation. La méthodologie est fondée sur l’analyse de contenu de documents référentiels et d’artefacts réflexifs produits par des enseignants du secteur des adultes en formation qualifiante en ligne. Les résultats montrent que les situations professionnelles et le contexte professionnel propres à ce secteur façonnent une culture évaluative particulière qui rend la construction de savoirs professionnels possible, mais leur transposition dans les situations de travail aléatoire. Ces constats mettent en lumière les besoins de formation spécifiques aux enseignants de ce secteur et les enjeux de l’intégration des situations professionnelles dans une formation qualifiante à l’évaluation.

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Appréciation des stagiaires au sujet des apprentissages effectués en contexte de stage en enseignement

Cited by 11 publications

References 13 publications

Opinions and Pressings of Students in Physical Education on Development of Professional Skills during Internships in Congo

Opinions and Pressings of Students in Physical Education on Development of Professional Skills during Internships in Congo

Managing a Multiethnic Class: What are Teachers’ Perceptions and Decisions to Support Immigrant Students?

Formation des enseignants du secteur de l’éducation des adultes à l’évaluation des compétences : défis et perspectives

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