Teacher training and transformation of teaching practices Case of training in integration pedagogy
Article Sidebar
Main Article Content
Abstract
Among the actions carried out by the Moroccan Ministry of National Education, during the period 2008-2011, for "completion of the implementation of the Competence-Based Approach (ApC)" in the primary cycle is teacher training. The integration pedagogy constitutes a methodology chosen by the ministry to operationalize this approach. A training system was designed to improve teachers' practices during the integration of learning by learners. Has integration pedagogy training changed teachers' practices? How did the teachers react during and after the training? The recourse to the relation to knowledge (Charlot, 1997) and the analysis of teaching practices (Altet, 2002) constitute the paradigm on which this research is based. The objective is to understand how teachers maintain the relationship with knowledge in training and its implementation in the field. The study lasted 3 years using various means and tools: observation and interview with teachers during and after training, administration of a questionnaire on a national scale each year. The diversity of these tools allows, in our opinion, the reconciliation between qualitative and quantitative data. Knowing that this study does not aim to judge the quality of training, but it focuses on teachers' perception of the "relationship to training knowledge". The sample, although it is not representative, gives indications of the training report through the practices required by the pedagogy of integration.
The results of the study show that these elements are perceived and experienced differently between teachers, just as their practice in the field presents remarkable differences in the planning and conduct of learning during integration.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
- Alter (dir.) (2002). Les logiques de l'innovation. Approche pluridisciplinaire. Paris : La Découverte. DOI: https://doi.org/10.3917/dec.alter.2002.01
- Alter, N. (2000). L'innovation ordinaire. Paris : Presses Universitaires de France
- Altet, M. (1994). La formation professionnelle des enseignants. Paris : PUF.
- Altet, M. (1997). Les pédagogies de l'apprentissage. Paris : PUF.
- Baudouin J.-M. et Friederich, J. (dir.) (2001). Théories de l'action et éducation. Bruxelles : De Boeck, Coll. Raisons éducatives. DOI: https://doi.org/10.3917/dbu.baudo.2001.01
- Carbonneau, M., & Tardif,M (dir.) (2002). Les réformes en éducation, leurs impacts sur l'école et sur la formation des maîtres. Sherbrooke : Editions du CRP.
- CHARLOT, B. (1997). Du rapport au savoir. Eléments pour une théorie. Paris : Anthropos.
- Cros, F. (1993). L'innovation à l'école: forces et illusions. Paris : PUF.
- Cros, F. (2001). L'innovation scolaire. Paris : INRP.
- Cros, F. (dir.) (1998). Dynamiques du changement en éducation et en formation. Considérations plurielles sur l'innovation. Paris : INRP.
- Fumat, Y, Vincens, C. et Étienne, R. (2003). Analyser les situations éducatives. Paris : ESF.
- Jorro, A. (2002). Professionnaliser le métier d'enseignant. Paris : ESF.
- Ladrière, P., Pharo, P. et Quéré. L. (1993). La théorie de l'action. Le sujet pratique en débat. Paris : CNRS.
- Malglaive G. (1990). Enseigner à des adultes. Paris : PUF.
- Paquay, L. et Sirota, R. (dir.) (2001). Le praticien réflexif. La diffusion d'un modèle de formation. Recherche et formation, n° 36. DOI: https://doi.org/10.3406/refor.2001.1686
- Paquay, L., Carlier, G., Collès, L. et Huynen, A.-M. (dir.) (2002). L'évaluation des compétences chez l'apprenant. Pratiques, méthodes et fondements. Louvain-La-Neuve : Presses Universitaires de Louvain.
- Pastré, P., Samurçay, R. et Bouthier, D. (dir.) (1995). Le développement des compétences. Analyse du travail et didactique professionnelle. Education permanente, n° 123.
- Pelletier, G. (dir.) (2004). Accompagner les réformes et les innovations en éducation. Consultance, recherches et formation. Paris : L'Harmattan.
- Perrenoud, Ph. (2001). Développer la pratique réflexive dans le métier d'enseignant. Professionnalisation et raison pédagogique. Paris : ESF (2e éd. 2003).