Resultats Preliminaires Du Premier Volet D'une Etude Portant Sur la Mise En Place De L'approche Par Competences Professionnelles En Formation a L'enseignement Au Quebec
Bibliographic record
Abstract
Dans cet article, nous présentons les résultats préliminaires du premier volet d’une étude portant sur la mise en place de l’approche par compétences professionnelles en formation à l’enseignement au Québec. Nos données ont été recueillies à partir de questionnaires électroniques auxquels 383 formateurs de maîtres ont répondu. Selon les résultats obtenus, 34,5 % des répondants ont indiqué avoir effectué des change‐ ments complets ou, du moins, assez substantiels dans leurs pratiques pour s’adapter aux exigences de l’approche par compétences professionnelles. Cette étude nous a aussi permis de colliger des informations sur d’autres thèmes relatifs à l’application de l’approche par compétences professionnelles tels que la position des formateurs à l’endroit de cette approche, la formation reçue à l’utilisation de cette approche et les appréciations de cette approche. Mots clés : enquête, formation des maîtres, pratiques des formateurs In this article, we present the preliminary results of the first study on the implementa‐ tion of the professional competency‐based approach in teacher education in Quebec. We gathered our data from 383 teacher educators using on‐line questionnaires. Our results show that 34.5 per cent of respondents had entirely or substantially changed their practices to adapt them to the requirements of the professional competency‐ based approach. This study also gave us the opportunity to gather information about other concerns related to the professional competency‐based approach, such as the educators’ points of view on this approach, the training they received to use it, and their assessments of it. Key words: investigation, teacher education, practices of teacher educators
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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 | 0.042 | 0.097 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.005 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| 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".