 | | |
| PESU0017-4 | Strengthening and regulation of teaching and evaluation practices
- Part 1 Progression in teaching and evaluation practices
- Part 2 Exchange of reflexive practices
- Part 3 Professional practice : accompanied regulation
|
|
| Duration : | Part 1 Progression in teaching and evaluation practices : 60h Th
Part 2 Exchange of reflexive practices : 15h AUTR
Part 3 Professional practice : accompanied regulation : 45h AUTR
|
|
| Number of credits : |
|
|
| Lecturer : | Part 1 Progression in teaching and evaluation practices : Pascal Detroz, François Georges
Part 2 Exchange of reflexive practices : Pascal Detroz, François Georges, Marianne Poumay
Part 3 Professional practice : accompanied regulation : Catherine Delfosse, Chantal Dupont, François Georges, Françoise Jérôme
|
|
| Coordinator : | François Georges |
|
Language(s) of instruction :
|
| French language |
|
Course contents :
|
| 1) You put forward meaningful ways of regulating your teaching practices and you carry out at least one of your intentions of course regulation.
2) You investigate specific aspects of your teaching practices in order to appraise their effects on your students' learning.
For the sake of coherence, you focus your regulations and investigations on the course which you chose to concentrate on within the Formasup course entitled "Framework and analysis of teaching and evaluation practices" (see PESU0016-4). |
|
Learning outcomes of the course :
|
| Formasup aims at the professional development of teachers in higher education. In concrete terms, the Formasup programme focuses on the development of 3 competences:
1) Design a course which is coherent, meaningful and which facilitates students' learning
2) Teach in a way that fosters students' motivation, activity and engagement; in order to be able to inform each student about his/her progress; in order to facilitate learning in depth and lifelong learning
3) Regulate your teaching practices by conducting classroom investigations with the following characteristics: well-documented, rooted in your practices und useful for them, of interest to the teaching community
The course "Advanced issues and regulation of teaching and evaluation practices" contains numerous learning activities which will enable you to develop competence 3. However, the whole Formasup programme being built on a competence-based approach to teaching and learning, an integrated appropriation of training contents tends to supplant the fragmentation of the programme into single courses. Thus, you will also go on developing competences 1 and 2. However, your development of competence 3 only will be subjected to summative assessment within this course.
According to Jacques Tardif's definition (2006)*, a competence corresponds to the ability to act in a complex way by efficiently mobilizing and combining internal and external resources within a family of situations (free translation from the original formulation in French). In accordance with Tardif's definition, the development of each Formasup competence is based on the acquisition of internal resources. You can find a list of the resources (thinking skills, practical skills and attitudes) pertaining to each competence on the Formasup competence map. The map can be found on the Formasup informative website: http://www.formasup.ulg.ac.be (http://www.formasup.ulg.ac.be/) (click on "Programme competences", then on any of the elements to be spread out).
*Tardif, J. (2006). L'évaluation des compétences. Chenelière Education. Montréal, Canada. ISBN 2-7650-1005-6. |
|
Prerequisites and co-requisites/ Recommended optional programme components :
|
| The course "Advanced issues and regulation of teaching and evaluation practices" is centred on the improvement and the investigation of your teaching practices. In order to make sense, pedagogical improvement should go hand in hand with specific investigations into the effects of your teaching practices on your students' learning. Such investigations consist in analysing objective and subjective data to be collected in your class.
In order to do this course, you have therefore to conform to the 3 following prerequisites:
· You have at least 3 years of significant work experience in teaching;
· You work currently as a teacher in an institution of higher education;
· You have taken part in the learning activities of the Formasup course entitled "Framework and analysis of teaching and evaluation practices" (see PESU0016-4).
Moreover, you should have a reliable Web connection with high flow at your disposal. |
|
Planned learning activities and teaching methods :
|
| The learning activities of this course aim at enabling you to conduct classroom investigations with the view of improving your teaching practices.
Planned learning activities:
· By means of expositions, discussions and applications, you familiarize yourself with tools and techniques of data collection and analysis. You resort to pedagogical models and theories in order to conduct your investigations. You collect objective and subjective data in one of your own classes and you submit your data to the critical appreciation of the Formasup staff and participants.
· You carry out regularly individual assignments on which you get feedback, so that you can improve them if need be.
The tasks to be performed are explained orally during the face-to-face sessions or the virtual classes. Written explanations are also available in the online learning environment dedicated to Formasup. Each assignment handout contains detailed instructions, bibliographical references and relevant resources.
· Every week, you post at least one reflective comment on the Formasup blog. Your comments have to reflect on the learning activities in which you take part and on their effects on your own teaching practices.
If you are an educational counsellor, you will get slightly different learning activities and recommended readings than those described in this course syllabus. Activities and readings will be determined according to the tasks you usually perform as an educational counsellor. |
|
Mode of delivery (face-to-face ; distance-learning) :
|
| If you attend the blended version of the Formasup programme (i.e. face-to-face sessions and eLearning):
· You attend the face-to-face sessions which are to take place every Tuesday from 1.30 to 5.00.
· You have free access to the Formasup online learning environment. The online environment contains assignment handouts, bibliographical references, learning resources and tools of synchronous and asynchronous communication.
· You engage actively in your Formasup training: you perform the assigned tasks in accordance with the given instructions and with the imparted deadlines and you attend regularly the face-to-face sessions. In case you should miss more than 2 face-to-face sessions and accumulate delays in writing your assignments, you will not be allowed to present yourself at the examinations.
If you attend the Formasup programme entirely online:
· You participate in the virtual classes which are to take place every 2 weeks. The virtual classes are organized by means of the conferencing tool "Elluminate" which is integrated in the online learning environment dedicated to Formasup.
· You have free access to the Formasup online learning environment. The online environment contains assignment handouts, bibliographical references, learning resources and tools of synchronous and asynchronous communication.
· You engage actively in your Formasup training: you perform the assigned tasks in accordance with the given instructions (see assignment handouts available in the online learning environment) and with the imparted deadlines. In case you should miss more than 2 virtual classes and accumulate delays in the handing in of your assignments, you will not be allowed to present yourself at the examinations. |
|
Recommended or required readings :
|
| The Formasup online learning environment is updated regularly. It contains the material which is used during the training sessions (notes, PPT presentations, articles...).
We also advise you to read the books of the following list (provided they are written in the language that you master).
- De Ketele, J.-M., & Maroy, C. (2006). Quels critères de qualité pour les recherches en éducation ? In L. Paquay, M. Crahay & J.-M. D. Ketele (Eds.), L'analyse qualitative en éducation : Des pratiques de recherche aux critères de qualité (pp. 219-249). Bruxelles, Belgique: De Boeck.
- Delory C. (2003). Guide pratique de la recherche en sciences humaines. Namur. Editions Erasme.
- Huberman, M., & Miles, M. (2003). Analyse des données qualitatives (M. Hlady Rispal, Trans. 2 ed.). Bruxelles: de Boeck.
- Savoie-Zajc, L. (2001). La recherche-action en éducation : ses cadres épistémologiques, ses limites. In M. Anadon (Ed.), Nouvelles dynamiques de recherche en éducation (pp. 15-50). Québec: Les presses de l'université Laval.
- Van der Maren, J.-M. (2006). Les recherches qualitatives : Des critères variés de qualité en fonction des types de recherche. In L. Paquay, M. Crahay & J.-M. De Ketele (Eds.), L'analyse qualitative en éducation : Des pratiques de recherche aux critères de qualité (pp. 65-80). Bruxelles, Belgique: De Boeck.
- Wehlburg, C. (2006). Meaningful Course Revision. Ehhancing Academic Engagement using student learning data. Bolton: Anker Publishing Company. |
|
Assessment methods and criteria :
|
| · The end-of-course evaluation consists in collecting and analysing objective and subjective data in one of your own classes in order to find out about the quality of your students' learning within the framework of a specific learning activity. In order to do so, you show your ability to take advantage of the resources you have been introduced to during this course.
· Your data collection and analysis will make up 20% of your end-of-programme grade (i.e. 20 points out of 100). The minimum required grade is 10/20.
· The summative assessment of your data collection and analysis will take place in June. |
|
Training(s) :
|
| The activities consisting in collecting data in your own class and in analysing them with the view of appraising the efficiency of your teaching practices can be regarded as a kind of practical training inasmuch as such investigations are directly relevant to your students' learning and to regulation perspectives of your teaching practices. The third part of this course ("Professional practice: tutored regulation") focuses on those activities of classroom investigation and regulation. Therefore, you will get feedback on them from the coaching staff. |
|
Organizational remarks :
|
| See the organizational specifications concerning distance-learning formulated in the section entitled "Mode of delivery". |
|
Contacts :
|
| François GEORGES, PhD, Associate Professor: 0032(0)4 366 98 21 or fr.georges@ulg.ac.be |
|
|
| Items online : |
|
| Blackboard online environment |
| As indicated in the section entitled "Mode of delivery", you have free access to the online learning environment dedicated to Formasup. The online environment contains assignment handouts, bibliographical references, learning resources and tools of synchronous and asynchronous communication. |
|
|
