Développer des compétences professionnelles en formation initiale à l’enseignement préscolaire et primaire : regard sur l’organisation des programmes en contexte québécois
Bibliographic record
Abstract
En réponse à une opération de révision des programmes québécois de formation à l’enseignement préscolaire et primaire, cet article examine les incidences des nou‐ velles orientations visant le développement de compétences professionnelles sur la structure des programmes. Une analyse des descripteurs de cours offerts dans les douze universités québécoises révèlent que, en dépit des appels à une défragmenta‐ tion des formations, la structure des programmes continue d’adopter une forme assez morcelée et organisée en fonction de domaines disciplinaires. Les résultats montrent des variations importantes d’une institution à l’autre quant au poids des différents types d’activités. Ils révèlent que plusieurs cours axés sur l’intervention affichent une forme de métissage des contenus, plus proches d’une logique de développement de compétences. Mots‐clés: formation à l’enseignement, enseignement supérieur, programme, compétences In response to a review of Quebec teacher education programs for kindergarten and elementary schools, this article examines the impact on program structure of new guidelines emphasizing the development of professional competency. An analysis of course descriptions in 12 Quebec universities shows that, in spite of calls for les frag‐ mentation, the program structure is still divided into small components and organ‐ ized according to discipline. The results show major variations across institutions in the weighting on various kinds of activities and reveal that many courses focussing on intervention show a kind of content hybridization that is closer to the logic of com‐ petency development. Key words: teacher education, higher education, program, competencies
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".