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Linsertion en enseignement pour crer des ancrages professionnels

Colloque de lAQPC Atelier 306, le 8 juin 2011

Normand Bourgeois

Plan
Introduction 2. Linventaire des ancrages professionnels 3. Linventaire des ancrages chez les participants au programme dinsertion professionnelle IPPICT 4. Conclusion
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1. Introduction
Le programme IPPICT Des questions sur leffet du programme dinsertion

professionnelle

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Une histoire raconter


Un rcit objectif Les ancrages professionnels dvelopps par de nouveaux

enseignants participant au programme IPPICT en 2010 2011.


19 enseignants 3 groupes distincts 3 collges anglophones

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Lancrage professionnel
Lancrage professionnel est une connaissance, une

perception, une reprsentation ou un projet qui contribue ldification dune pratique professionnelle.

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2. Linventaire des ancrages professionnels


Effectu dans le cadre du module dintgration du

programme IPPICT

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Le rle charnire de la carte mentale dans la construction des ancrages professionnels

1 2 3
7

Traces des ancrages construits au cours du programme Les apprentissages significatifs, les bnfices tirs du programme et son influence sur la pratique de lenseignement

Ancrages labors pendant lactivit dintgration Les cartes mentales du professionnel et de soi

Ancrages dvelopper La priorit de perfectionnement

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3. Linventaire des ancrages professionnels des participants au programme IPPICT

Donnes recueillies dans le cadre de linventaire 1. Le taux de participation 2. Lapprciation globale du programme 3. La prsence dapprentissages significatifs 4. La reprsentation du professionnel de lenseignement 5. La reprsentation de soi en tant que professionnel de lenseignement 6. Linfluence du programme sur la pratique de lenseignement 7. Le projet de perfectionnement
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3.1 Linventaire des ancrages professionnels Le taux de participation 2010 - 2011

Un taux lev de participation 90 % pour lensemble du programme dans les trois collges

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3.2 Linventaire des ancrages professionnels Lapprciation globale du programme

Un programme bnfique 100 % des participants affirment que le programme dans son ensemble a t bnfique
9 daccord 10 tout fait daccord

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3.3 Linventaire des ancrages professionnels La prsence dapprentissages significatifs

De nombreux apprentissages significatifs Un questionnaire (MLI) Des apprentissages significatifs pour tous

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Les apprentissages les plus significatifs


The Pedagogical Triangle The Meaning and Importance of Big Ideas Memory Teaching Strategies and Learning Troublesome Student Behaviors Assessment Inventory Formative versus Summative Evaluation Bloom`s Taxonomy and the correct level of abstraction for assessments The Millenials or the Net Generation and learning Teaching Practices and the engagement of students in their learning The Learnring Paradigm versus the Normative Paradigm

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3.4 Linventaire des ancrages professionnels La reprsentation du professionnel de lenseignement

Des cartes mentales collectives du professionnel de

lenseignement
Dfinition Processus dlaboration

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Carte mentale collective : Heritage

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Carte mentale collective : Lennoxville

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Analyse des cartes mentales


Le triangle pdagogique
La relation enseignant tudiant La relation tudiant comptence ou connaissance La relation enseignant comptence ou connaissance

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Analyse des cartes mentales : Descripteurs et le triangle pdagogique (1)


La relation enseignant tudiant
18 descripteurs du professionnel de lenseignement A des habilets interpersonnelles (5) Gre la dynamique dans le groupe-classe (2) Est un guide ou un modle (2) Aime partager Est digne de confiance Est ouvert desprit Est dvou Est attentif aux autres Est nergique Est passionn Est souple Est responsable
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Analyse des cartes mentales : Descripteurs et le triangle pdagogique (2)


La relation tudiant comptence ou connaissance
4 descripteurs du professionnel de lenseignement Dveloppe les comptences des tudiants Motive les tudiants apprendre value des apprentissages (2)

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Analyse des cartes mentales : Descripteurs et le triangle pdagogique (3)


La relation enseignant comptence ou connaissance
4 descripteurs du professionnel de lenseignement Est un expert Est bien inform Suit les objectifs du programme et du cours Situe son enseignement dans la ralit et dans le contexte du march du travail

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Analyse des cartes mentales : Autres Descripteurs (1)


Lautonomie professionnelle
6 descripteurs du professionnel de lenseignement Dveloppe une bote outils Rflchit sa pratique (2) Analyse le processus ducatif Apprend tout au long de sa vie (2)

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Analyse des cartes mentales : Autres Descripteurs (2)


Dautres descripteurs du professionnel de lenseignement
A la vocation Travaille en quipe A de lexprience

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3.5 LInventaire des ancrages professionnels La reprsentation de soi en tant que professionnel de lenseignement

Des cartes mentales de soi en tant quenseignant


La dfinition de soi Processus dlaboration : une srie dactates superposes

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Des cartes mentales individuelles (1)


UNWAVERING

SHAPING-UP

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Des cartes mentales individuelles (2)


PLAN

DO
REVIEW

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Des cartes mentales individuelles (3)


WHY I FIND TEACHING

SO INTERESTING

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Des cartes mentales individuelles (4)


ROADMAP

TOWARDS EXCELLENCE
IN TEACHING

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Des cartes mentales individuelles (5)


CEGEP TEACHER 2.0

NEW AND IMPROVED

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Des cartes mentales individuelles (6)


MAESTRO IS MY HERO

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Des cartes mentales individuelles (7)


READY TO IMPROVISE

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Des cartes mentales individuelles (8)


CARE BEAR

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propos des cartes mentales individuelles des participants au programme IPPICT


Des instantans qui cristallisent une reprsentation de soi Une expression significative Un processus menant un choix de priorit de

perfectionnement (cet ancrage professionnel est prsent au point 3.7)

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3.6 Linventaire des ancrages professionnels Linfluence sur la pratique de lenseignement (1)
Premire observation
Les deux apprentissages les plus significatifs ont t intgrs

dans leur enseignement


100 % des participants sont daccord

(23 affirment que lapprentissage a eu une influence majeure) (15 disent que lapprentissage a eu une influence mineure)

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Linventaire des ancrages professionnels Linfluence sur la pratique de lenseignement (2)


Deuxime observation
Le programme dans son ensemble a influenc la pratique de

lenseignement
100 % des participants sont daccord

(9 sont tous fait daccord avec laffirmation) (10 sont daccord avec laffirmation)

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3.7 Linventaire des ancrages professionnels Analyse du projet de perfectionnement prioritaire et le triangle pdagogique (1)
Projets de perfectionnement touchant la relation enseignant

tudiant

Les stratgies denseignement* (3 participants) Gestion de la dynamique de groupe (3 participants) `Chef dorchestre`(2 participants)

* Ce descripteur na pas t utilis au moment de llaboration des cartes mentales collectives. Des participants lont nanmoins retenu au moment de dterminer leur priorit de dveloppement professionnel.
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Linventaire des ancrages professionnels Analyse du projet de perfectionnement prioritaire et le triangle pdagogique (2)
Projets de perfectionnement touchant la relation tudiant

comptence ou connaissance
Dvelopper les comptences des tudiants (2 participants) Motiver les tudiants apprendre (2 participants)

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Linventaire des ancrages professionnels Analyse du projet de perfectionnement prioritaire et le triangle pdagogique (3)
Projet de perfectionnement touchant la relation enseignant

comptence ou connaissance
Aucune occurrence Une absence significative!

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Linventaire des ancrages professionnels Analyse du projet de perfectionnement prioritaire (4)


Projets de perfectionnement gnraux touchant

lengagement professionnel
Dvelopper une bote outils et se consacrer son

dveloppement tout au long de sa vie (5 participants) Rflchir sa pratique (2 participants)

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4. Conclusion Linventaire des ancrages professionnels


La technique de linventaire des ancrages

professionnels
Elle comprend une srie dactivits visant la construction dancrages lobjectivation dancrages Elle propose une dmarche simple et pratique

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Conclusion Linventaire des ancrages professionnels (2)


Linventaire des ancrages professionnels chez les

participants au programme IPPICT


Le programme offre un soutien efficace la construction

dancrages professionnels
Atteint en trs peu de temps Au terme dun travail de maturation tout au long de lanne

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Conclusion Les enjeux des ancrages professionnels (1)


Linventaire des ancrages professionnels et lidentit

et les comptences de lenseignant


On observe un cheminement vers une identit du professionnel

plus affirme Les nouvelles pratiques sont orientes vers les comptences recherches chez le professionnel de lenseignement

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Conclusion Enjeux des ancrages professionnels (2)


Linventaire des ancrages touchant lenjeu de la

profession et de la formation continue


Une priorit de perfectionnement a t formule Une graine a t seme. Il faut sen occuper

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Conclusion Enjeux des ancrages professionnels (3)


Linventaire des ancrages touchant lenjeu du milieu

collgial
Les ancrages favorisent une ouverture desprit par rapport

linnovation et contribuent la vitalit pdagogique des collges et du rseau. En consquence, les collges devraient
promouvoir les programmes dinsertion professionnelle

soutenir les enseignants une fois le programme dinsertion complt

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Projet IPPICT 2011 - 2012


Un travail terminer
Poursuivre le programme Heritage College Exprimenter la technique de linventaire des ancrages

professionnels Offrir un soutien, en collaboration avec Julie Lefebvre (UQAM), aux enseignants qui ont complt le programme IPPICT.

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MERCI
Au MELS et lEntente Canada Qubec Champlain Regional College Champlain St. Lawrence

Champlain Lennoxville
Heritage College

normandbourgeois@videotron.ca
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Gaining Professional Grounding Through Pedagogical Induction


AQPC Symposium June 8, 2011

Normand Bourgeois

Outline
Introduction 2. The Professional Grounding Inventory 3. The Professional Grounding Inventory of IPPICT Program Participants 4. Conclusion
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1. Introduction
The IPPICT Program Questions about the impact of the induction program

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A Story to Tell
An objective perspective The professional grounding of participants in the 2010

2011 IPPICT program


19 teachers 3 groups 3 Anglophone colleges

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A definition
Professional grounding is founded upon knowledge,

perceptions, representations or projects that contribute to the development of a teachers professional practice.

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2. The Professional Grounding Inventory


The inventory was taken in the context of
a module within the IPPICT program aimed at facilitating the integration of learning

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Key Role of Mental Maps in the Construction of Professional Grounding

1 2 3
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Professional Grounding Developped during the Programme Meaningful learning, value of the progamme and its influence on teaching practice

Professional Grounding established during the integrative activity Mental Maps of the professional and of oneself as a professional

Professional Grounding to be developed A priority for professional development

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3. The Professional Grounding of IPPICT Programme Participants

Data collected through the inventory 1. Rate of participation 2. Global satisfaction with the programme 3. Presence of meaningful learning 4. Representation of the professional teacher 5. Representation of oneself in terms of the professional teacher 6. Influence on teaching practice 7. Professional Development Project
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3.1 Professional Grounding Inventory Rate of participation 2010 - 2011

A high rate of participation 90% for the 3 colleges

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3.2 Professional Grounding Inventory Global Appreciation of the Programme

The programme is perceived as being beneficial 100 % of participants state that the program is beneficial
9 agree 10 totally agree

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3.3 Professional Grounding Inventory Presence of Meaningful Learning

There is meaningful learning taking place A questionnaire (Meaningful Learning Inventory) Everyone in the programme

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The Most Meaningful Learning


The Pedagogical Triangle The Meaning and Importance of Big Ideas Memory Teaching Stategies and Learning Troublesome Student Behaviors Assessment Inventory Formative versus Summative Evaluation Bloom`s Taxonomy and the correct level of abstraction for assessments The Millenials or the Net Generation and learning Teaching Practices and the engagement of students in their learning The Learning Paradigm versus the Normative Paradigm

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3.4 Professional Grounding Inventory Representation of the Professional Teacher

Collective mental maps of the professional teacher


Definition Construction Process

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Collective Mental Map: Heritage

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Collective Mental Map: Lennoxville

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Analysis of Mental Maps


The pedagogical triangle
The teacher student relationship The relationship between the student and competencies or

knowledge The relationship between the teacher and competencies or knowledge

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Analysis of Mental Maps: Descriptors and the Pedagogical Triangle (1)


The teacher student relationship
18 descriptors of the professional teacher Have interpersonal skills (5) Manage classroom dynamics (2) Be a guide or a model (2) Like to share Be trustworthy Be open minded Be committed Be caring Have drive Be passionate Be flexible Be responsible
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Analysis of Mental Maps: Descriptors and the Pedagogical Triangle (2)


The relationship between students and competencies or

knowledge
4 descriptors of the professional teacher Develop student competencies Motivate students to learn Evaluate student learning (2)

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Analysis of Mental Maps: Descriptors and the Pedagogical Triangle (3)


The relationship between teachers and competencies or

knowledge
4 descriptors of the professional teacher Follow program and course objectives Be an Expert Be well informed Make reference to reality and to the workplace in ones teaching

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Analysis of Mental Maps : Other descriptors (1)


Engagement in professional development
6 descriptors of the professional teacher Have a tool box Reflect upon ones teaching practice (2) Analyse the educational process Engage in lifelong learning (2)

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Analysis of Mental Maps : Other descriptors (2)


Other descriptors of the professional teacher
Have a vocation Be a teamworker Be experienced

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3.5 Professional Grounding Inventory Representation of self as a professional teacher

Mental maps of self as a teacher


Self-definition Construction process : a series of superimposed acetates

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Individual Mental Maps (1)


UNWAVERING

SHAPING-UP

23

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Individual Mental Maps (2)


PLAN

DO
REVIEW

24

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Individual Mental Maps (3)


WHY I FIND TEACHING

SO INTERESTING

25

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Individual Mental Maps (4)


ROADMAP

TOWARDS EXCELLENCE
IN TEACHING

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Individual Mental Maps (5)


CEGEP TEACHER 2.0

NEW AND IMPROVED

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Individual Mental Maps (6)


MAESTRO IS MY HERO

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Individual Mental Maps (7)


READY TO IMPROVISE

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Individual Mental Maps (8)


CARE BEAR

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Observations on the mental maps of IPPICT programme participants


A snap-shot A meaningful self-expression A decision-making process leading to choosing a PD priority

(discussed in point 3.7)

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3.6 Professional Grounding Inventory An influence on teaching practice ( 1)


First data collection
The meaningful learning that was earmarked as the two most

important, exercised an influence on the participants teaching practice


100 % of the participants agreed that this was the case

(the influence was considered to be major in 23 instances) (the influence was considered to be minor in15 instances)

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Professional Grounding Inventory An influence on teaching practice (2)


Second observation
The programme as a whole influenced the teaching practice of

participants
100% of the participants agreed

(9 totally agree) (10 agree)

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3.7 Professional Grounding Inventory and the pedagogical triangle: Analysis of the PD priority (1)
Professional development projects that refer to the teacher

student relationship
Teaching strategies* (3 participants) Managing group dynamics (3 participants) `Chef dorchestre`(2 participants)

* This descriptor was not part of the collective mental maps. It was nevertheless chosen by three participants as their PD priority.
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Professional Grounding Inventory and the pedagogical triangle: Analysis of the PD priority (2)
Professional development projects that refer to the

relationship between students and competencies or knowledge


Develop student competencies (2 participants) Motivate students to learn (2 participants)

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Professional Grounding Inventory and the pedagogical triangle: Analysis of the PD priority (3)
Professional development projects that refer to the

relationship between teachers and competencies or knowledge


No occurrence Very interesting

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Professional Grounding Inventory and the pedagogical triangle: Analysis of the PD priority (4)
Professional development projects that signal the importance

of professional development
Have a toolbox and engage in lifelong learning (5 participants) Reflect upon ones teaching practice (2 participants)

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4. Conclusion Professional Grounding Inventory (1)


About the professional grounding inventory
It is comprised of a series of activities aimed at The objectification of professional grounding The construction of professional grounding Data collection related to professional grounding It is simple to take and practical

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Conclusion Professional Grounding Inventory (2)


About the professional grounding inventory of

IPPICT programme participants


The programme efficiently supports the construction of

professional grounding

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Conclusion Professional grounding: What is at stake? (1)


Identity and professional competencies
The findings from the professional grounding inventory indicate

that a professional identity is under development. The reported change in teaching practices are in line with the competencies of the professional teacher.

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Conclusion Professional grounding: What is at stake? (2)


The profession and professional development
A PD priority was formulated by everyone A seed was planted. It must be nurtured.

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Conclusion Professional grounding: What is at stake? (3)


The college and the network
Professional grounding fosters an open mind toward innovation

and contributes to the pedagogical vitality of the college and of the network. Therefore, colleges should
Promote pedagogical induction programs Support teachers who have completed a pedagogical induction program

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IPPICT Project: 2011 - 2012


Work to be completed
Heritage College Experimentation with the professional grounding inventory Support for participants who have completed the IPPICT

programme through collaboration with Julie Lefebvre (UQAM)

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THANK YOU
To the MELS and to lEntente Canada Qubec To Champlain Regional College To Champlain St. Lawrence

To Champlain Lennoxville
To Heritage College

normandbourgeois@videotron.ca
44 Normand Bourgeois

2011-06-07

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