Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur
The general objective of our study is to provide tools to identify traces of professional development among teacher-researchers in different disciplines who are training evaluation in the Evaluating in Authentic Situations course offered online as a credited university training. This course is part...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2022-09-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/4094 |
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| _version_ | 1841546568138752000 |
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| author | Isabelle Nizet Josée-Anne Côté Christelle Lison |
| author_facet | Isabelle Nizet Josée-Anne Côté Christelle Lison |
| author_sort | Isabelle Nizet |
| collection | DOAJ |
| description | The general objective of our study is to provide tools to identify traces of professional development among teacher-researchers in different disciplines who are training evaluation in the Evaluating in Authentic Situations course offered online as a credited university training. This course is part of a microprogram designed from the perspective of the Scholarship of Teaching and Learning (Bélisle et al., 2016). Artifacts from three complex tasks competed in this course are analyzed with reference to the different parameters of Clarke and Hollingsworth's (2002) dynamic professional development model and the identity and cultural dimensions of university teachers' evaluative skills (Nizet, 2015). We propose a critical review of this model in the light of the intelligibility of evaluative practices, since the performance of complex tasks in the course leads to awareness and identity and cultural shifts, signs of authentic professional development within the framework of institutional constraints and dominant evaluative cultures. |
| format | Article |
| id | doaj-art-3e5e2339acb04d2da6648016fe375ecf |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2022-09-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-3e5e2339acb04d2da6648016fe375ecf2025-01-10T16:18:22ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272022-09-013810.4000/ripes.4094Le développement professionnel en évaluation des apprentissages d’enseignants du supérieurIsabelle NizetJosée-Anne CôtéChristelle LisonThe general objective of our study is to provide tools to identify traces of professional development among teacher-researchers in different disciplines who are training evaluation in the Evaluating in Authentic Situations course offered online as a credited university training. This course is part of a microprogram designed from the perspective of the Scholarship of Teaching and Learning (Bélisle et al., 2016). Artifacts from three complex tasks competed in this course are analyzed with reference to the different parameters of Clarke and Hollingsworth's (2002) dynamic professional development model and the identity and cultural dimensions of university teachers' evaluative skills (Nizet, 2015). We propose a critical review of this model in the light of the intelligibility of evaluative practices, since the performance of complex tasks in the course leads to awareness and identity and cultural shifts, signs of authentic professional development within the framework of institutional constraints and dominant evaluative cultures.https://journals.openedition.org/ripes/4094enseignement supérieurdéveloppement professionnelévaluation des apprentissagespratiques évaluativesculture évaluative |
| spellingShingle | Isabelle Nizet Josée-Anne Côté Christelle Lison Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur Revue Internationale de Pédagogie de l’Enseignement Supérieur enseignement supérieur développement professionnel évaluation des apprentissages pratiques évaluatives culture évaluative |
| title | Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur |
| title_full | Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur |
| title_fullStr | Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur |
| title_full_unstemmed | Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur |
| title_short | Le développement professionnel en évaluation des apprentissages d’enseignants du supérieur |
| title_sort | le developpement professionnel en evaluation des apprentissages d enseignants du superieur |
| topic | enseignement supérieur développement professionnel évaluation des apprentissages pratiques évaluatives culture évaluative |
| url | https://journals.openedition.org/ripes/4094 |
| work_keys_str_mv | AT isabellenizet ledeveloppementprofessionnelenevaluationdesapprentissagesdenseignantsdusuperieur AT joseeannecote ledeveloppementprofessionnelenevaluationdesapprentissagesdenseignantsdusuperieur AT christellelison ledeveloppementprofessionnelenevaluationdesapprentissagesdenseignantsdusuperieur |