Abstracts
Résumé
Au Québec, différents écrits professionnels et scientifiques concluent que l’évaluation des enseignants permanents du secondaire est peu pratiquée et qu’elle est généralement rejetée par les enseignants ainsi que par leurs syndicats. Toutefois, l’opinion des principales personnes concernées par cette pratique demeure sous-documentée dans la province. Cet article communique les résultats d’une étude descriptive menée auprès d’enseignants permanents (n=5) et de directions d’écoles secondaires (n=3) qui visait à documenter leur opinion au sujet de la démarche d’évaluation des enseignants permanents à préconiser. Le discours des participants recueilli à l’aide d’entrevues individuelles permet de tracer les contours d’une pratique d’évaluation.
Mots-clés :
- Évaluation des enseignants,
- démarche d’évaluation,
- supervision pédagogique,
- parties prenantes,
- compétences professionnelles
Abstract
In Quebec, various professional and scientific writings conclude that the evaluation of permanent high school teachers is rarely done and that it is generally rejected by teachers and by their unions. However, the views of key individuals involved in this practice remain under-documented in the province. This article presents the results of a descriptive study conducted among permanent teachers (n=5) and principals of high schools (n=3) which aimed to document their opinion regarding which permanent teacher evaluation approach to recommend. The participants’ opinion, collected through individual interviews, gives information to draw the outlines of an evaluation approach.
Keywords:
- Teacher evaluation,
- evaluation approach,
- pedagogical supervision,
- stakeholders,
- professional skills
Appendices
Bibliographie
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