Le caractère collectif de la (re)construction du savoir-évaluer d’enseignants migrants qui s’intègrent dans les écoles québécoises
| Autor: | Serigne Ben Moustapha Diédhiou, Joëlle Morrissette |
|---|---|
| Jazyk: | francouzština |
| Předmět: |
processus sociaux
Social Sciences and Humanities (re)construction du savoir-évaluer les apprentissages recherche collaborative (re)construção do saber-avaliar as aprendizagens maneiras de fazer operatórias em contexto social processes professores formados no estrangeiro 0504 sociology enseignants migrants operational ways of doing in context collaborative research investigação colaborativa processos sociais manières de faire opératoires en contexte adhésion aux normes et valorisations foreign-trained teachers 05 social sciences (re)building assessment of learning knowledge 050401 social sciences methods 050301 education General Medicine adherence to standards and valuations adesão às normas e valorizações Sciences Humaines et Sociales 0503 education |
| Popis: | Le Québec accueille un grand nombre d’immigrants, et plusieurs d’entre eux s’intègrent comme enseignants dans les écoles, principalement à Montréal. Dans leur pays d’origine, ils ont été formés selon des conceptions et manières de faire souvent inspirées du modèle français valorisant la fonction de sanction et de sélection sociale de l’évaluation des apprentissages. Dans le cadre d’une recherche collaborative financée par le Conseil de recherches en sciences humaines du Canada en 2015-2017, nous avons accompagné un groupe d’enseignants migrants du secondaire formés à l’étranger dans une réflexion critique au sujet de leur récente intégration dans les écoles montréalaises. Des rencontres individuelles et de groupe auprès d’eux, mais aussi de leurs partenaires professionnels, ont permis de comprendre le processus interactif de (re)construction de leur savoir-évaluer dans ce nouveau contexte. S’ils se sont tous alignés sur les manières de faire locales, leur degré d’adhésion aux valorisations liées à l’évaluation a été modulé selon les réactions des autres membres de leur écologie professionnelle. Quebec hosts a large number of immigrants, and many of them fit as teachers in schools, mainly in Montreal. In their country of origin, they’re trained to their culture’s own way of conceiving and practicing evaluation, usually inspired by the French system that values the social selection and the sanctioning function of evaluation. As part of a collaborative research supported by the Social Sciences and Humanities Research Council in 2015-2017, we accompanied a group of foreign-trained secondary school teachers in a critical thinking about their recent integration in Montreal schools. Individual and group interviews with them but also with their professional partners have helped to understand the interactive process of the (re)building of their assessment of learning knowledge in this new context. If they adjust their ways of doing on local practices, their degree of adherence to the valuations related to the assessment is modulated according to the reactions of other members of their professional ecology. O Quebeque acolhe um grande número de imigrantes, e muitos entre eles integram-se como professores nas escolas, principalmente em Montreal. No seu país de origem, foram formados de acordo com as conceções e formas de fazer, muitas vezes inspiradas pelo modelo francês que valoriza a função de sanção e seleção social da avaliação das aprendizagens. No quadro de uma investigação colaborativa com o Conselho de investigação em ciências humanas do Canadá em 2015-2017, acompanhamos um grupo de professores do ensino secundário formados no estrangeiro numa reflexão crítica sobre a sua recente integração nas escolas montrealenses. Reuniões individuais e de grupo com eles, mas também com os seus parceiros profissionais, permitiram a compreender o processo interativo de (re)construção do seu saber-avaliar neste novo contexto. Embora todos estejam alinhados com as maneiras de fazer locais, o seu grau de adesão às valorizações ligadas à avaliação foi modulado de acordo com as reações de outros membros da sua ecologia profissional. |
| Databáze: | OpenAIRE |
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