| Popis: |
In France, the reform of teacher training for primary and secondary schools effective from 2021 is based on the reference framework for teaching, education and training professions. Teachers have to validate learning expectations according to five prescribed levels of mastery. The aim of this article is to propose the theoretical model of a complex system of interactions to facilitate the operationalization of mastery levels in a competency-based approach. The method adopted is that of participatory research with a praxeological aim, and oriented towards design. It led to the development of three operational grids for assessing the activities of future school teachers, middle and high school teachers and principal education advisors respectively. The expectations set out in the training reference framework are distributed according to the recognized components of a professional situation, and matched with descriptors by levels of mastery for a qualitative, objective and well-argued assessment, both formative and certificative. Putting these tools to the test opens up the prospect of new research. |
