Co-analyse de la reconstruction du savoir-évaluer d’enseignants formés à l’étranger en situation d’intégration socioprofessionnelle au Québec : une recherche collaborative
The schools in Quebec have more and more internationally educated teachers (MELS, 2014), seen as inspiring models for immigrant students (Wang, 2003) and mediators between school and families immigrants (Cruickshank, 2004). One of the greatest challenges of their socioprofessional integration concerns the adjustment of their assessment skills to the norms and values which are aimed ensure success of the largest number of students in Quebec. This is so because they have evolved in a context where evaluation serves to sanction and select the best. An analysis of recent literature review shows that the question of adjusting learning assessment practices of migrant teachers has been neglected so far (Morrissette et al., 2014, Niyubahwe et al., 2013). Thus, this thesis aims to highlight how migrant teachers reconstruct their assessment skills in Quebec schools. In this perspective, it bases on Schön's work (1983) on the (re)construction of the practitioner's repertoire of actions as well as on a socioconstructivist perspective that leads us to consider that this transformation of the repertoire takes place in the center of the interactions in working situation. This thesis is part of a research that focuses more broadly on the socio-professional integration of teachers trained outside of Quebec, who work in Montreal schools (Morrissette & Demazière, CRSH 2015-2017) and from which data collected through biographical interviews and group analysis with 5 immigrant teachers and members of their professional ecology. The analysis follows the strategy of case-based reasoning (Becker, 2016), leading to the description of two adaptive processes of reconstruction of the assessment skills: the abandonment of the non-operative ways of evaluating and the adjustment of the transversal ways of evaluating in two contexts. The second register of analysis mobilizes the perspective of the interactionist sociology of Abbott's professional groups (1988, 2003). This new theoretical perspective leads to highlighting the labor code in the area of assessment of learning, which is the object of ongoing negotiations among all the actors of the schools in Montreal.
Abandon Recherche collaborative Reconstruction Abandonment Adjustment Co-analysis Schools in Quebec Schools in Montreal Professional ecology Epistemology of practice Overseas trained teachers How to evaluate interactionist perspective Adaptive processes Reasoning by case Collaborative research Reconstruction Assessment skills Interactionist sociology of professional groups Socioconstructivism