Johanne Barrette

Bio: Johanne Barrette is an academic researcher from Université du Québec. The author has contributed to research in topics: Competence (human resources) & Situated. The author has an hindex of 3, co-authored 3 publications receiving 198 citations.

Contribution critique au développement des programmes d’études : compétences, constructivisme et interdisciplinarité

Abstract: Se basant sur l’appui methodologique offert aux concepteurs de programmes d’etudes et sur plusieurs analyses recentes, les auteurs examinent les difficultes liees a l’utilisation du concept de competences. Ils les analysent et proposent un recadrage theorique d’une logique de competences pour les programmes d’etudes. Montrant l’insuffisance theorique du concept de competence et soulignant la rarete des recherches relatives a ce concept, les auteurs decrivent les ambiguites auxquelles sont confrontes les redacteurs des programmes d’etudes. A ce jour, l’imprecision du concept de competence n’en facilite pas une utilisation adequate comme organisateur de programmes. Le recours hâtif a ce concept au moment du developpement curriculaire provoque une serie d’incoherences, alors meme que le concept de competence demeure fecond.

From Competence in the Curriculum to Competence in Action

Abstract: The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition, distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer.

La competencia como organizadora de los programas de formación: hacia un desempeño competente

Abstract: Los autores del presente trabajo son investigadores del Observatorio de Reformas Educativas (ORE) de la Universidad de Quebec en Montreal (UQAM), presentan una reflexion teorica y practica sobre el uso del concepto de competencia como organizador de programas de estudios Partiendo del origen del concepto y su aplicacion en los distintos campos disciplinares que lo han utilizado, proponen una perspectiva contextualizada Inspirados principalmente en el enfoque de la didactica profesional y en los trabajos de Philippe Jonnaert, desde los anos 1980, los autores demuestran que los tres pilares para el desarrollo de las competencias son: las situaciones, el desempeno competente y la inteligencia de las situaciones Finalmente, a partir de experiencias llevadas a cabo en Canada y Niger, los autores ilustran una de ellas y se permiten cuestionar los contenidos de los programas de estudios

A National Interprofessional Competency Framework

Abstract: The overall goal of interprofessional education and collaborative practice is to provide health system users with improved health outcomes. Interprofessional collaboration (IPC) occurs when learners/practitioners, patients/clients/families and communities develop and maintain interprofessional working relationships that enable optimal health outcomes. Interprofessional education (IPE), which is the process of preparing people for collaborative practice, and IPC itself, are more and more frequently incorporated into health professional education and models of practice. For this reason, a clear understanding of the characteristics of the ideal collaborative practitioner is required to inform curriculum and professional development for interprofessional education, and enlighten professional practice for interprofessional collaboration.

Aprender a educar: Nuevos desafíos para la formación de docentes

Abstract: The present article puts forward the need to reconceptualize and reformulate the theorical and practical components in Teacher Education in the light of the new educational demands within the information and uncertainty society, the national and international research in the field, and the international experiences within the last decade. Training in practical thinking, in basic profesional competences and qualities, requires the opening to new epistemological conceptions in which the relationship between theory and practice becomes complex in a

New public management as a global education policy: its adoption and re-contextualization in a Southern European setting

Abstract: In the education sector, new public management (NPM) has crystallized in policies such as school autonomy, professionalization of school principals, standardized evaluation and teachers’ accountability, and it has been widely disseminated by international organizations, such as the OECD, which enjoy a great prestige when it comes to frame education reforms in European countries.This article analyses the way NPM has been constructed as a global education policy, and its adoption and re-contextualization into the Spanish education context. This article shows that the reasons for adopting NPM are not so different from those prevailing in other countries where these policies have been implemented before. Counter-intuitively, although NPM is a reform programme traditionally initiated by conservative governments, in the Spanish education field, as also happened in other Central and Northern European countries, it has been adopted and regulated with social democratic governments. In all these countries, social d...

The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education in the Netherlands

Abstract: In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed, consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness” refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions, i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57 teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position their study programmes by using the revised model and that the content validity of the revised model was good.