L’autoformation d’enseignants novices, expérimentés et déserteurs comme pistes d’amélioration de la formation universitaire
Bibliographic record
Abstract
Cette recherche explore et décrit l’apport de l’autoformation dans l’insertion et le maintien en emploi d’enseignants québécois aux ordres primaire et secondaire et en adaptation scolaire, ceux‐là même dont l’environnement professionnel se conjugue aux réformes et à la complexification des tâches et des élèves. Elle contribue à mieux comprendre la persistance dans la profession que près de 20% désertent dans les cinq premières années et à dégager des pistes d’amélioration de la formation universitaire offerte aux enseignants par l’étude d’une dimension peu étudiée de la réussite profes‐ sionnelle : l’autoformation. Les résultats sont dégagés de 20 entrevues en profondeur avec des enseignants novices, expérimentés ou déserteurs et couvrent trois dimen‐ sions : la formation à la profession, l’accompagnement à l’insertion professionnelle et le recours à l’autoformation. Les résultats révèlent que tous les enseignants rencontrés recourent à l’autoformation par nécessité pour répondre à des besoins de formation que suscite la pratique enseignante. Des pistes sont suggérées concernant la formation initiale des enseignants. Mots clés : Autoformation, formation initiale, pratique enseignante, insertion socio‐ professionnelle This research explores and describes the contribution of self training in professional insertion and steadiness among Quebec teachers in regular classes and special educa‐ tion in elementary and high schools – those who are concerned with the influence of reforms on their professional environment and the growing complexity of tasks and classes. It should help to understand the persistence in the profession in the context of a 20 per cent attrition rate during the first five years and to find new ways to improve the training that is offered by the university, through the study of a fairly unknown dimension of professional success: self‐training. Results emerge from 20 extensive interviews with novice, experimented, and drop‐out teachers around three dimensions: professional training, guidance for professional insertion, and use of self training. Results reveal that every teacher has to use self‐training to meet the needs that are raised by the teaching activity. Some directions are proposed in relation with pre‐service teacher education. Key words: self‐directed learning, initial training, teaching practice, socio‐professional integration
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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 | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.012 | 0.002 |
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".