Étude de la prise en compte de la compétence 5 du référentiel en enseignement lors de son adaptation et de son adoption dans le programme de BEPEP de l’Université de Montréal

The emergence of a competency-based approach in the context of a program-based approach in the Quebec schooling system has led to reforms, amongst others, in the structure of initial teacher training programs. Indeed, the training is now more geared towards professionalization and is articulated around twelve professional competencies indispensable to the teaching profession. In this perspective, the competency with regards to the evaluation of learning (competency 5) is essential to determine the level of students’ achievements and holds a privileged position in the structure of undergraduate courses in primary and early childhood education at the University of Montreal. This is why, in this research, we explore how this competency is taken into account, that is, the way, the “Centre de Formation Initiale des Maîtres” (CFIM) of the University of Montreal has adapted and adopted the competency framework. The inherent complexity of the concept of competency and the necessity of a rigorous, relevant and varied instrumentation for evaluation demands that the professional be apt to evaluate competences. This requires the setting up of a framework for concerted action and exchange where actors share their practices and experiences which in turn becomes an important point essential for the professionalization of teachers. In this qualitative exploratory study, we opted for documentary analysis and interviews. First, an analysis of competency matrix, the general and specific module information sheet, revealed that competency 5 was ranked in the 3rd position from the list of competencies worked in primary and early childhood education program. It unfurls in 5 components and 15 observable manifestations in 29 courses over a total of 52. Courses from the didactics department mention this competency often, but it is in evaluation courses from the ETA department and during internships (EDU courses) that this competency is evaluated and that during the third year of the training. In addition, it seems that a revision of the observable manifestations as mentioned in the module information sheet is due, to ensure that evaluation modalities mentioned allow effective demonstration of same. Second, interviews carried out with teachers allowed to further clarify their position with regards to the evaluation of competency 5, which is very variable depending on the course but also among the different actors of the primary and early childhood education program. As regards this matter, CFIM’s suggestion to put in place a program based approach is relevant. Specifically, we were able to observe that the way in which competency 5 is evaluated does not necessarily reveal the complexity of the competence. Finally, in a more global manner, the way in which competency frameworks were deployed in departments responsible for initial teacher training, professional portfolios used and stakeholder meetings conducted, were beneficial for the adoption and adaptation of the 12 professional competencies framework for teaching.

Keyphrases: Professionalization, Competency frameworks, Evaluation