Teacher’s mentoring to develop assessment competency: which types, which approaches?

Teacher’s mentoring to develop assessment competency: which types, which approaches?

  • Nicole Monney, Université du Québec à Chicoutimi, Canada
  • Angela Docteur Veve, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2022.728

Résumé

This paper describes the results of a study on teacher’s mentoring to develop assessment competency. Through cross self-confrontation interviews with five associate teachers and their trainees, it was possible to identify the different types and approaches of support that they put in place. The main finding is that to develop the assessment competency, the logic of dialogical support seems to be the most fruitful.

Abstract

This paper describes the results of a study on teacher’s mentoring to develop assessment competency. Through cross self-confrontation interviews with five associate teachers and their trainees, it was possible to identify the different types and approaches of support that they put in place. The main finding is that to develop the assessment competency, the logic of dialogical support seems to be the most fruitful.

Keywords

initial teacher training guidance, teachers’assessment competence, cross self-confrontation interview

To cite this article

Monney, N. et Docteur Veve, A. (2022). Teacher’s mentoring to develop assessment competency: which types, which approaches?. Formation et profession, 30(3), 1-13. https://dx.doi.org/10.18162/fp.2022.728