Linking the Evaluation of Student Teachers to a Competency-based Approach : Portrait and Findings from the Analysis of Evaluation Tools in Initial Teacher Training in Quebec

Linking the Evaluation of Student Teachers to a Competency-based Approach : Portrait and Findings from the Analysis of Evaluation Tools in Initial Teacher Training in Quebec

• Olivia Monfette, Université du Québec en Outaouais, Canada

• Annie Malo, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2023.785

Résumé

The theoretical principles of the competency-based approach have been widely documented since the 1980s, however little scientific literature has delt with their transposition into the assessment tools used during teaching internships. Based on the concept of professional competencies assessment (Legendre, 2007; Scallon, 2007; Tardif, 2006, 2017), the purpose of this article is to provide a portrait of the evaluation tools used during teaching internships. The evaluation forms from 41 programs offered in 11 Quebec universities were analysed. The content analysis illustrates the many ways of transposing some of the scientific community recommandations into the evaluation tools used during teaching internships.

Abstract

The theoretical principles of the competency-based approach have been widely documented since the 1980s, however little scientific literature has delt with their transposition into the assessment tools used during teaching internships. Based on the concept of professional competencies assessment (Legendre, 2007; Scallon, 2007; Tardif, 2006, 2017), the purpose of this article is to provide a portrait of the evaluation tools used during teaching internships. The evaluation forms from 41 programs offered in 11 Quebec universities were analysed. The content analysis illustrates the many ways of transposing some of the scientific community recommandations into the evaluation tools used during teaching internships.