Ce texte fut prepare pendant un sejour a l'Universite de Wisconsin-Madison, en 1993-1994; il doit beaucoup aux conseils et a l'amitie d'Andreas Kazamias et de Thomas Popkewitz. Je tiens aussi a remercier les commentaires de Jurgen Schriewer lors d'une seance academique a l'Universite de Lisbonne, en octobre 1994. La redaction finale a eu lieu en avril 1995, au moment ou je siegeais a Paris a l'invitation du Service d'Histoire de l'Education/INRP, dirige par Pierre Caspard.

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Modèles d'analyse en éducation comparée : le champ et la carte

This article presents data from a Master's thesis in Education - Specialization in Evaluation. It aimed at investigating students' perceptions on assessment in the context of higher education. The main goal is to get to know higher education students' views of assessment, particularly in regard to methods of assessment most used in higher education and the relationship between assessment and learning taking the perspective of students. Data were collected through a questionnaire to 3rd year undergraduate students in different programmes (Education, Engineering, Medicine, Basic Education and Psychology) at the University of Minho. In total, 254 students participated in the study. Findings suggest that the key aspects that students associate with assessment are learning, exams, verification of knowledge and marks. Data also reveal that conflict, fear and imposition are the aspects that students associate less with assessment. In regard to assessment methods, oral presentations in group, tests and group reports are the most used ones according to students. Faculty used less frequently methods such as individual essay, group essay and oral tests, which points to the use of rather collective methods in detriment to individual ones. This paper also discusses traditional versus alternative methods in terms of efficacy according to students' perspective and their implications.

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Percepções dos estudantes universitários sobre a avaliação das aprendizagens: um estudo exploratório

The present article addresses the issue of structuration of the field of Comparative Education in Portugal. The narrative is constructed at two levels, one of a more descriptive nature, the other m...

The structuration of comparative discourse and the imagination of knowledge spaces: Portugal, the ‘South of Europe’, and the ‘South below’

Cette these propose de comprendre ce que peut etre une formation continue selon le paradigme de l'education/formation tout au long de la vie. Elle presente les progres actuels des recherches sur le metier et le developpement professionnel des enseignants. Une etude comparative contextualisee des systemes de formation continue en France et en Ukraine examine les similarites et les differences. Grâce a des approches historique et socio-institutionelle, les changements, mais aussi les « problemes » qui se produisent aux differents niveaux (national, regional, local) sont analyses. La these se termine par la proposition d'une nouvelle conception de la formation et par une discussion sur des exemples concrets d'actions qui correspondent a la logique d'une continuite d'apprentissage individuel et collectif. On conclue sur la necessite d'une meilleure comprehension des caracteristiques du developpement professionnel pour tous les acteurs : les decideurs, les institutions de formation, les etablissements scolaires et les enseignants

https://tel.archives-ouvertes.fr/tel-00260488/document

Vers une nouvelle conception de la formation continue des enseignants : analyse comparative france/ukraine

This article focuses on the Brazilian process of raising the formation of teachers working at the first years of basic education to the level of higher education, problematizing their qualification as a classic case of universitarization and proposing a way of characterizing it that we deem to be more precise and proficuous for the debate about the relations between the formation and professionalisation of those teachers. Based on literature review, it explores the cultural dimension and the symbolic struggles mobilized in that process, so as to characterize it as a sui generis case of universitarization, largely conducted by nonuniversity institutions, and implemented through an atypical movement of institutional transfer – to the Pedagogy course –, which did not take into account the pre-existing formative structures and did not absorb them, as is more commonly the case in processes of universitarization. The article concludes that such universitarization was marked by processes of autonomization and of deprofessionalisation of teachers’ education, particularly due to the sociocultural effacement imposed to the teaching profession. Contrary to the expectations that legitimized it in the educational field, such universitarization conducted through institutional transfer is shown to be incompatible with the objectives of professionalisation of the teaching profession, which prescribe, among other factors, the increase of the control exerted by teachers over the processes concerning their work, among which is included the task of educating the future generations of teachers.

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Antonio Novoa

Papers

Reformas educativas e formação de professores

Éditorial. La fabrication de l'enseignant professionnel. La raison du savoir