Evaluation et accompagnement réflexif : des risques de déprofessionnalisation ?
Christophe Gremion
T
HÈSE DED
OCTORATprésentée devant la Faculté des lettres de l’Université de Fribourg en Suisse.
Approuvé par la Faculté des lettres sur proposition des professeurs Bernadette Charlier (premier rapporteur) Prof. À l’Université de Fribourg Philippe Maubant (deuxième rapporteur) Prof. à l’Université de Sherbrooke Monica Gather Thurler (troisième rapporteur) Prof. retraitée de l’Université de Genève
Fribourg, le 19 décembre 2016.
La doyenne : Prof. Bernadette Charlier Pasquier
Cette thèse est publiée sur le site réro http://doc.rero.ch/
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• Des raisons politiques : pour répondre aux besoins de la société et du marché du travail qui évolue de plus en plus rapidement avec l’essor des technologies et de la mondialisation, pour promouvoir une certaine forme d’égalité des acquis et non seulement d’égalité des chances, pour rehausser le statut social de l’enseignant afin d’attirer plus de monde à ces postes…
• Des motivations syndicales : pour revaloriser un métier souvent exercé par la classe moyenne, afin d’appuyer des demandes de réévaluations salariales, mais également
« d’armer » intellectuellement les enseignants face aux parents qui, eux aussi, font partie de cette société qui se professionnalise…
1 Progressivement, car dans ce petit pays cohabitent tout de même 26 cantons, donc autant de ministres de
2 Citons par exemple Perrenoud (1993, 1994a, 2010), Demazière, Roquet et Wittorski (2012), Roquet (2012), Gather Thurler, De Rham et Progin (2009), Maubant et Roger (2012), Mellouki et Wentzel (2012)
• Des raisons didactiques : pour offrir aussi une formation par le terrain, sur le terrain, pour permettre la construction de compétences et non seulement l’acquisition de connaissances académiques, pour gagner en autonomie et en responsabilisation…
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• L’autonomisation et de la prescription ;
• Le jugement professionnel ;
• L’éthos professionnel ;
• La hiérarchisation des points de vue sur la formation initiale ;
• L’initiative dans le développement professionnel ;
• La confirmation dans l’évaluation ;
• La formation et la légitimité des acteurs de l’encadrement ;
• Les rôles des acteurs de l’encadrement dans le dispositif d’évaluation ;
• La personnalisation de la norme.
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• A est plus compétent que B s'il sait faire quelque chose que B ne sait pas faire. Ou encore A est plus compétent au temps t' qu'au temps t parce qu'il sait faire quelque chose qu'il ne savait pas faire.
• A est plus compétent que B, s'il s'y prend d'une meilleure manière. Le comparatif
« meilleure » suppose des critères supplémentaires : rapidité, fiabilité, économie, élégance, compatibilité avec la manière de procéder des autres, etc...
• A est plus compétent s'il dispose d'un répertoire de ressources alternatives qui lui permet d'utiliser tantôt une procédure, tantôt une autre, et de s'adapter ainsi plus aisément aux différents cas de figure qui peuvent se présenter.
• A est plus compétent s'il sait « se débrouiller » devant une situation nouvelle d'une catégorie jamais rencontrée auparavant.
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4 Dans son article, Tardif cite comme thèmes transversaux : la critique du positivisme et de la rationalité, le retour de l’acteur et la montée en force du cognitivisme
5 Cette “”pensée de la déconstruction” est portée par Derrida (De la grammatologie, 1967), Foucault (L’archéologie du savoir, 1969), Deleuze (Logique du sens, 1969), Kristeva (Semeiotike, 1969) et bien d’autres.”
(Tardif, 2012, p. 54).
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1. Le mouvement de professionnalisation, depuis les années 80, tend à remplacer les connaissances théoriques et critiques par des savoirs et compétences professionnelles. Le praticien réflexif gagne ainsi du terrain dans les universités qui voient dans ce modèle une possibilité de lier les savoirs savants avec la demande de professionnalisation des formations.
2. La demande de professionnalisation donne également une place plus grande à la Knowledge base puisque la formation à l’enseignement se voit liée à la recherche.
Le praticien réflexif utilise ainsi sa propre pratique comme objet d’étude dans le cadre universitaire et s’éloigne de ce fait de la recherche plus fondamentale et néanmoins nécessaire.
3. Le contexte des années 1980 à 2000 a vu les politiques éducatives influencées par une recherche d’efficacité (faire réussir tous les élèves) et de rationalisation des coûts. Former des praticiens réflexifs dans les universités et les Hautes écoles est devenu une priorité, au détriment parfois d’autres contenus, ce qui amène Tardif à cette question : « finalement, le praticien réflexif […] n’est-il pas devenu une coquille vide dont on peut se servir à toutes les sauces ? »
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• identifier la situation problématique ;
• donner du sens, de la compréhension à la situation ;
• interpréter la situation en la comparant à d’autres expériences et à d’autres connaissances pour élaborer un nouveau modèle d’action ;
• tester le nouveau modèle et en apprécier les effets.
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• l’intention de reconnaître et valider les acquis des personnes en formation dans un souci d’individualisation des parcours et d’adaptation de la formation à l’hétérogénéité des publics ;
• le recours à l’alternance comme plus-value didactique et pédagogique ;
• l’utilisation de la réflexivité sur la pratique avec, entre autres objectifs, celui de donner du sens aux savoirs de la pratique en les confrontant aux savoirs théoriques spécifiques à la profession ;
• la transmission d’une culture de la profession afin d’agir sur l’identité professionnelle des enseignants.
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Figure 1: Modélisation des régulations à la base de la pratique réflexive selon les niveaux de réflexion et les systèmes de régulations (Buysse, 2008).
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6 Problème soulevé par les auteurs dans le contexte de la recherche qu’ils présentent.
• Le niveau technique s’intéresse à la réflexion portée sur l’efficacité des moyens utilisés. Le but pour le futur enseignant est d’atteindre le niveau de savoirs et de savoir-faire nécessaires pour l’accomplissement de sa tâche.
• Le niveau contextuel met en évidence les intentions pédagogiques en regard de leurs effets. Le centre d’attention n’est donc plus uniquement le futur enseignant mais également les apprenants. De quoi ont-ils besoin, quelles difficultés rencontrent-ils, comment y répondre au mieux ? Le contexte est également pris en compte et entre dans l’argumentation des choix effectués, des adaptations apportées, des pratiques (parfois alternatives) mobilisées ou explorées.
• Le niveau critique fait entrer d’autres dimensions dans la réflexion. Les enjeux politiques, sociétaux, éthiques ou moraux s’invitent à la critique, participant à la démarche de recherche et d’émancipation. Alors que le 1er niveau s’intéressait au genre professionnel, le 2ème touche au style professionnel alors que le dernier nous rappelle l’éthos professionnel (Jorro, 2016).
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• Le premier niveau de réflexivité voit le sujet agissant mener une réflexion tout en réalisant la tâche. Réflexion dans et sur l’action. Réflexion sur le temps de l’action.
• Le deuxième niveau consiste à ré-observer l’action, sur la base d’enregistrement vidéo par exemple, pour identifier les savoirs convoqués dans et pour l’action par le professionnel. Réflexion après l’action.
• Le troisième niveau devrait permettre de « retracer les fondements des savoirs professionnels mobilisés » en requérant à « une mise à distance entre l’agir professionnel et la réflexion sur cet agir ».
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