Un modèle pour caractériser le niveau des compétences des enseignants
In France, the reform of teacher training for primary and secondary schools effective from 2021 is based on the reference framework for teaching, education and training professions. Teachers have to validate learning expectations according to five prescribed levels of mastery. The aim of this articl...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2023-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/5104 |
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| _version_ | 1841546593973567488 |
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| author | Anne Demeester Patrice Laisney Éric Tortochot |
| author_facet | Anne Demeester Patrice Laisney Éric Tortochot |
| author_sort | Anne Demeester |
| collection | DOAJ |
| description | In France, the reform of teacher training for primary and secondary schools effective from 2021 is based on the reference framework for teaching, education and training professions. Teachers have to validate learning expectations according to five prescribed levels of mastery. The aim of this article is to propose the theoretical model of a complex system of interactions to facilitate the operationalization of mastery levels in a competency-based approach. The method adopted is that of participatory research with a praxeological aim, and oriented towards design. It led to the development of three operational grids for assessing the activities of future school teachers, middle and high school teachers and principal education advisors respectively. The expectations set out in the training reference framework are distributed according to the recognized components of a professional situation, and matched with descriptors by levels of mastery for a qualitative, objective and well-argued assessment, both formative and certificative. Putting these tools to the test opens up the prospect of new research. |
| format | Article |
| id | doaj-art-95fee383778d4953bc1e27c7d1f08733 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2023-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-95fee383778d4953bc1e27c7d1f087332025-01-10T16:18:26ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272023-12-013910.4000/ripes.5104Un modèle pour caractériser le niveau des compétences des enseignantsAnne DemeesterPatrice LaisneyÉric TortochotIn France, the reform of teacher training for primary and secondary schools effective from 2021 is based on the reference framework for teaching, education and training professions. Teachers have to validate learning expectations according to five prescribed levels of mastery. The aim of this article is to propose the theoretical model of a complex system of interactions to facilitate the operationalization of mastery levels in a competency-based approach. The method adopted is that of participatory research with a praxeological aim, and oriented towards design. It led to the development of three operational grids for assessing the activities of future school teachers, middle and high school teachers and principal education advisors respectively. The expectations set out in the training reference framework are distributed according to the recognized components of a professional situation, and matched with descriptors by levels of mastery for a qualitative, objective and well-argued assessment, both formative and certificative. Putting these tools to the test opens up the prospect of new research.https://journals.openedition.org/ripes/5104formation des enseignantscompétenceprocessus d’enseignement et apprentissagemodèle de formation des enseignantsrecherche orientée par la conceptionsystème complexe d’interactions. |
| spellingShingle | Anne Demeester Patrice Laisney Éric Tortochot Un modèle pour caractériser le niveau des compétences des enseignants Revue Internationale de Pédagogie de l’Enseignement Supérieur formation des enseignants compétence processus d’enseignement et apprentissage modèle de formation des enseignants recherche orientée par la conception système complexe d’interactions. |
| title | Un modèle pour caractériser le niveau des compétences des enseignants |
| title_full | Un modèle pour caractériser le niveau des compétences des enseignants |
| title_fullStr | Un modèle pour caractériser le niveau des compétences des enseignants |
| title_full_unstemmed | Un modèle pour caractériser le niveau des compétences des enseignants |
| title_short | Un modèle pour caractériser le niveau des compétences des enseignants |
| title_sort | un modele pour caracteriser le niveau des competences des enseignants |
| topic | formation des enseignants compétence processus d’enseignement et apprentissage modèle de formation des enseignants recherche orientée par la conception système complexe d’interactions. |
| url | https://journals.openedition.org/ripes/5104 |
| work_keys_str_mv | AT annedemeester unmodelepourcaracteriserleniveaudescompetencesdesenseignants AT patricelaisney unmodelepourcaracteriserleniveaudescompetencesdesenseignants AT erictortochot unmodelepourcaracteriserleniveaudescompetencesdesenseignants |