L’autoformation d’enseignants novices, expérimentés et déserteurs comme pistes d’amélioration de la formation universitaire
Bibliographic record
Abstract
Cette recherche explore et decrit l’apport de l’autoformation dans l’insertion et le maintien en emploi d’enseignants quebecois aux ordres primaire et secondaire et en adaptation scolaire, ceux ‐ la meme dont l’environnement professionnel se conjugue aux reformes et a la complexification des tâches et des eleves. Elle contribue a mieux comprendre la persistance dans la profession que pres de 20% desertent dans les cinq premieres annees et a degager des pistes d’amelioration de la formation universitaire offerte aux enseignants par l’etude d’une dimension peu etudiee de la reussite profes ‐ sionnelle : l’autoformation. Les resultats sont degages de 20 entrevues en profondeur avec des enseignants novices, experimentes ou deserteurs et couvrent trois dimen ‐ sions : la formation a la profession, l’accompagnement a l’insertion professionnelle et le recours a l’autoformation. Les resultats revelent que tous les enseignants rencontres recourent a l’autoformation par necessite pour repondre a des besoins de formation que suscite la pratique enseignante. Des pistes sont suggerees concernant la formation initiale des enseignants. Mots cles : 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 distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".