Nicole Monney, Alexandra Simard-Côté, Jennifer J. Smith, Andréanne R. Gagné
{"title":"Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves","authors":"Nicole Monney, Alexandra Simard-Côté, Jennifer J. Smith, Andréanne R. Gagné","doi":"10.7202/1109002ar","DOIUrl":null,"url":null,"abstract":"This paper presents the results of a qualitative-interpretative study on the mobilization of assessment knowledge of five teacher candidates. The data was collected by the conduct of 10 in-class observations and 10 self-confrontation interviews. Based on the analysis of the results, teacher candidates primarily face challenges associated with knowledge of learning design and targeting learning objectives. As a result, the assessment activities are only carried out at the end of each lesson to confirm what has been learned. This article concludes by proposing a model that ranks the different types of assessment knowledge while proposing accompaniment strategies destined to teacher candidate supervisors.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"McGill Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7202/1109002ar","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This paper presents the results of a qualitative-interpretative study on the mobilization of assessment knowledge of five teacher candidates. The data was collected by the conduct of 10 in-class observations and 10 self-confrontation interviews. Based on the analysis of the results, teacher candidates primarily face challenges associated with knowledge of learning design and targeting learning objectives. As a result, the assessment activities are only carried out at the end of each lesson to confirm what has been learned. This article concludes by proposing a model that ranks the different types of assessment knowledge while proposing accompaniment strategies destined to teacher candidate supervisors.