Chapitre 6 Conclusion
6.3 Poursuite de la recherche
Les profils identitaires que nous avons pu identifier ne sont, en réalité, qu’une esquisse qui pourrait être peaufinée en menant d’autres études s’intéressant plus spécifiquement à l’identité de base construite à l’issue de cette formation. Il serait intéressant de se pencher sur l’expérience des étudiants ainsi que sur la perception qu’ils détiennent de leur identité professionnelle, un peu comme l’ont fait Beauchamp et Thomas (2009), qui ont étudié cette question auprès d’étudiants québécois.
Dans un autre ordre d’idées, il y a lieu de porter un regard sur les enseignants qui ont terminé la formation initiale et qui travaillent en milieu scolaire. L’identité professionnelle
s’altère avec le temps et en fonction de divers facteurs. Il serait donc intéressant de voir comment s’épanouit l’IPE de ces enseignants après leur passage en formation initiale.
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Rapports
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Mémoires et thèses
Beauchamps, C. (2006). Understanding reflection in teaching: a framework for analyzing the literature (Thèse de doctorat, Université McGill, Canada).
Deschenau-Guay, A. (2007). La «°société du savoir°». Résonance et performativité d’un discours de légitimation du capitalisme (Mémoire de maîtrise, Université Laval, Canada). Morales, A. (2012). Étude comparée de la formation initiale des enseignants du primaire au Québec et en Finlande. (Mémoire de maîtrise, Université de Montréal, Montréal).
Poulin, M. (2010). Les représentations sociales de l'identité professionnelle d'enseignants du primaire pratiquant dans une école alternative. (Mémoire de maîtrise, Université du Québec à Montréal, Montréal).
Médiagraphie
European Commission: http://ec.europa.eu/education/higher-education/bologna_en.htm Finnish Ministry of Education and Culture: http://www.minedu.fi/OPM/?lang=en
Finnish National Board of Education: http://www.oph.fi/english/education University of Helsinki: http://www.helsinki.fi/university/index.html University of Helsinki - Department of Teacher Education:
ANNEXES
Annexe A
Canevas d’entretien destiné aux professeurs des cours disciplinaires
Professeur : ____________________________ Autre fonction : _____________________ Cours dispensé (s): ________________________
1. Comment le contenu du cours est-il déterminé (en équipe, par vous-même, par le programme, etc.) - How do you determine what is to be learned in the course? 2. Si vous deviez donner une note de zéro à cinq, zéro signifiant que vous n’avez jamais
recours à la littérature scientifique et cinq signifiant que vous y avez toujours, quel chiffre décrirait le mieux votre cours - Giving a note from 0 to 5, 0 meaning never and 5 meaning
always, how would you grade your use of scientific literature among your course?
3. Comment choisissez-vous les lectures / activités à caractère scientifique qui seront faites dans le cadre du cours et pourquoi - How do you choose the research-based readings and
activities to do in class, and why?
4. Comment choisissez-vous la formule pédagogique pour aborder un article / ouvrage scientifique - How do you decide of the way to use those readings?
5. Quel est votre objectif quand vous présentez un article / ouvrage scientifique a vos étudiants - What are you aiming to do when you introduce research-based literature to your
students?
6. Quels sont les travaux que les étudiants ont à réaliser dans le cadre du cours (en référence au travail autonome)? Quels sont vos objectifs par rapport à ceux-ci -What is the
independent work that students have to do within your course? What are your objectives related this type of work?
7. De par vos expériences, comment les étudiants participent-ils au cours en général - How do
the students participate in class?
8. Pensez-vous qu’ils bénéficient du contact avec la recherche? Si oui, comment? Si non, pourquoi - Do you think pre-service teachers gain from the research-based approach? If so,
how? If not, why?
9. En somme, votre cours contribue-t-il, selon vous, à la formation à la recherche des
étudiants? Justifiez - Would you say your course contributes to the research training of the
students? Why?
10. Autres questions en lien avec les observations réalisées en contexte de classe, le cas échéant – Other questions related to observation sessions.
Annexe B
Canevas d’entretien destiné aux professeurs en formation à la recherche
Professeur : ____________________________ Autre fonction : _____________________ Cours dispensé (s) : ________________________
1. Comment expliquez-vous l’importance/ la nécessité de la maîtrise dans la formation des enseignants - How would you explain the importance/ necessity of a master's degree for
teachers?
2. Le curriculum offre cinq cours de formation portant spécifiquement sur la recherche en éducation. À quels moments ces cours sont-ils placés dans le curriculum - The curricula
offers five courses related to research studies in education. When are those courses taking place?
3. Quels sont les travaux que les étudiants ont à réaliser dans le cadre de ces cours (en
référence au travail autonome)? Quels sont vos objectifs par rapport à ceux-ci - What is the
independent work that students have to do within your course? What are your objectives related to this?
4. Qu’est-ce qui distingue la thèse du baccalauréat de la thèse de la maîtrise? Ces deux projets s’articulent-ils ensemble? Si oui, comment - What are the distinctions between the bachelor
and the master’s thesis? Are those two projects related somehow?
5. Quel est le support offert aux étudiants pendant la réalisation de leurs thèses (baccalauréat et maîtrise) - What kind of support is given to the students during the writing of their thesis? 6. En quoi consistent les séminaires de recherche -What are the research seminars like? 7. Les projets de maîtrise dans le département de la formation des maîtres sont-ils soumis aux
mêmes exigences que dans le reste de la faculté? Si non, quelles sont les différences - Are
the evaluation criteria the same among the different departments of the faculty concerning the writing of the master's thesis? If not, what are the differences?
8. Diriez-vous que le programme de formation des maîtres cherche davantage à former des producteurs de recherches scientifiques, des consommateurs ou les deux? Pourquoi -Would
you say that the research-based approach tends to train producer or consumer of research, or both? Why?
9. Pensez-vous que les étudiants bénéficient du contact avec la recherche? Si oui, comment? Si non, pourquoi? - Do you think pre-service teachers gain from the research-based
approach? If so, how? If not, why?
10. Autres questions en lien avec les observations réalisées en contexte de classe, le cas échéant – Other questions related to observation sessions.
Annexe C
Annonce de recrutement
Dear Madam or Sir,
My name is Laurie Dorval-Morissette and I am a master’s student from Université Laval, Canada. I am currently in Helsinki in order to study the functioning of the research-based approach within the teacher education program at the University of Helsinki. The objective of this research is to better understand the application of the research-based approach within the curriculum. This study has been approved by Université Laval’s research ethics committee, approbation number 2011-283/ 06-01-2012.
As part of my research, I am currently recruiting professors from the Department of teacher education to realize 45 to 60 minutes individual interviews. This interview is meant to collect information on how the research-based approach is taking place within the teacher education program. Interviews will be recorded to facilitate note-taking. A second interview could be done if necessary with the agreement of the participant. As a complement to the interview, a series of three to five observations in class could also be done with the agreement of the participant and its students.
Your collaboration to my project would be much appreciated. It would contribute to the development of knowledge related to teacher education. The interview can be realize whenever suits you the best.
Thanks for taking time to participate to this research project. You can show your interest to this project by sending an e-mail to the following address: laurie.dorval-morissette.1@ulaval.ca
Best regards and thank you for your collaboration, Laurie Dorval-Morissette
Annexe D
CONSENT FORM
RESEARCH PROJECT: The functioning of research-based teacher education: a case study of the University of Helsinki
Dear Madam or Sir:
I am a Master’s student at the Faculty of Education (Département des fondements et pratiques en éducation) at Université Laval, Canada. I am presently studying the research-based approach within the teacher education training at the University of Helsinki. This project is undertaken independently by the University of Helsinki. It is supervised by madame Annie Pilote, professor and researcher at Université Laval.
As part of my research, I am currently recruiting participants for a study. The objective of this study is to document the application of the research-based approach among the courses offered in teacher education at the University of Helsinki. This research project should lead to a better understanding of the research-based approach and a better understanding of the training offered to pre-service teachers within this institution.
The research method consists of one individual interview with the student-researcher (myself). This semi-structured interview, lasting between 45 to 60 minutes, will take place at the University of Helsinki during winter session 2012. An audio recorder will be used during the interviews to facilitate note-taking. The recordings will be reserved exclusively for the research study and will not be made available to any other individual or organization. A second interview could be realized if necessary with the agreement of the participant.
As a complement to the interview, a series of 3 to 5 observations in class could be realized with the agreement of the participant and its students.
Please note that all research activities will be carried out with strong adherence to rules of ethics and that this study has been approved by the university’s research ethics committee, approbation number 2011-283/ 06-01-2012. I ensure confidentiality to all participants in the study, by using fictional names in the research report and in any other distribution of information. A code will be used in all research documents and only myself will have access to the list of codes and names. If quotations (excerpts from the interviews) are used, we ensure that it will not be possible to identify interview participants or other parties mentioned during the interview. Material collected during the research will be kept locked or inside electronic files to which the access is protected by a