La construction de l’identité professionnelle de l’enseignant dans le curriculum en formation des maîtres : l’évaluation examinée

Abstract

The aim of this paper is to set in light elements related to contents and methods of evaluation favouring the building of students’ professional identity in teacher training programs. A content analysis of 102 course plans through in teacher training programs, in four universities in Quebec, was carried out, the parameters being the poles of "identisation" or identification and the functions of awareness, exploration and commitment. If the first two poles are present, the function of exploration is mostly active in the pole of "identisation" and in the practical training course plans.