Competencies for Teaching: Confronting the Real Priority in Canadian Education
Keywords:
Teacher competence, Competency-based teacher education, Teacher educationAbstract
Le fait que des programmes d'éducation basés sur la compétence des professeurs aient été mal accueillis au Canada est plus qu'étrange. Cela montre bien que malheureusement on n'a pas encore trouvé la véritable priorité dans le domaine de l'éducation au Canada. Puisque l'enseignement implique le rendement ou la pratique, et que la pratique demande inévitablement une compétence pertinente, l'identification et le développement de cette compétence semblent être la condition sine qua non requise par les institutions de formation des maîtres. En supposant que l'on puisse défendre les programmes basés sur la compétence contre les critiques généralement acceptées, le cas des programmes d'éducation auxquels on fait référence dans cet article est dissocié de la théorie behavioriste. On insiste toutefois sur le fait qu'une orientation s'appuyant sur la psychologie du comportement peut être justifiée d'une façon positive même si l'on croit qu'un bon enseignement exige de la part du maître des qualités générales et intangibles comme la flexibilité. Reconnaissant la nécessité de combiner perspectives et aptitudes, cet article propose: (i) un schéma indiquant les éléments d'un programme viable de formation des maîtres, et (ii) quelques stratégies pouvant aider à développer un tel programme.
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