Guide to Assessing Competencies for the Supervision of Teaching Trainees: Issues and Challenges

Guide to Assessing Competencies for the Supervision of Teaching Trainees: Issues and Challenges

• Louise Bélair, Université du Québec à Trois-Rivières, Canada

• Nadine Talbot, Université du Québec à Trois-Rivières, Canada

doi : https://dx.doi.org/10.18162/fp.2023.788

Résumé

In the light of the work of the last 30 years, this article aims to offer avenues for reflection for the designers of guides and tools to support and assess the professional skills of trainees. After having established an observation as to the difficulty for supervisors and associate teachers to appropriate the tools made available in the guides, it is a question of reflecting on the consequences of various epistemological choices surrounding the tools presented therein and establishing their links with the requirements of the skill to be assessed. The proposals allow the designers of the guides to make more informed decisions.

Abstract

In the light of the work of the last 30 years, this article aims to offer avenues for reflection for the designers of guides and tools to support and assess the professional skills of trainees. After having established an observation as to the difficulty for supervisors and associate teachers to appropriate the tools made available in the guides, it is a question of reflecting on the consequences of various epistemological choices surrounding the tools presented therein and establishing their links with the requirements of the skill to be assessed. The proposals allow the designers of the guides to make more informed decisions.