Reported Practices of Quebec Pedagogical Consultants in Transmitting Research-Based Knowledge on Vocabulary Instruction at the Elementary Level

Reported Practices of Quebec Pedagogical Consultants in Transmitting Research-Based Knowledge on Vocabulary Instruction at the Elementary Level

• Claudine Sauvageau, Université de Montréal, Canada

• Emmanuelle Soucy, Université du Québec à Trois-Rivières, Canada

doi : https://dx.doi.org/10.18162/fp.2024.857

Résumé

Vocabulary teaching in primary school displays some shortcomings, often being carried out through spontaneous exchanges, without consolidating learning. This raises questions about teachers’ access to research-based knowledge (RK) in this area. Because of the role of pedagogical advisors (PAs) in this regard, we report the results of a questionnaire survey on the reported practices of 39 Quebec PAs regarding the transmission of RK on vocabulary teaching. We highlight practices deemed effective (e.g., encouraging collaborative practices) and deficient (e.g., infrequent use of external experts) to enrich knowledge transmission in educational settings.

Abstract

Vocabulary teaching in primary school displays some shortcomings, often being carried out through spontaneous exchanges, without consolidating learning. This raises questions about teachers’ access to research-based knowledge (RK) in this area. Because of the role of pedagogical advisors (PAs) in this regard, we report the results of a questionnaire survey on the reported practices of 39 Quebec PAs regarding the transmission of RK on vocabulary teaching. We highlight practices deemed effective (e.g., encouraging collaborative practices) and deficient (e.g., infrequent use of external experts) to enrich knowledge transmission in educational settings.