L'approche par « compétences » dans l'enseignement professionnel français

Impasse et non-sens pédagogique au regard des pratiques enseignantes

Bibliographic Data

ID3828208
AuthorsJosiane Paddeu, Patrick Veneau
Year2017
Issue16
Pages95-115
Publication date2017-07-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCahiers de la recherche sur l éducation et les savoirs (JOURNAL)
Journal identifiersISSN: 1635-3544 • E-ISSN: 2265-7762
PublisherOpenEdition (PUBLISHER)
DOI10.4000/cres.3026
OpenAlexW4315708851
LanguageFR
Citations received1
References cited11

This article demonstrates teachers’ work of resistance in response to the imposition of a competence-based approach. We first highlight the specific notion of competence as it is built into the evaluatory rubric for a vocational diploma (and more generally into the whole of vocational education) in France. Then, in a section on practical exams, we examine the way teachers evaluate diploma candidates and particularly the reference points they use in their evaluations, which are quite different from the reference points built into the official rubric. In fact, the instructors attach more importance to the processes, the methods, and the kinds of reasoning used or put into practice by the candidates than to the results or performances listed in the rubric. Finally, a section dedicated to the evaluation of PFMP (workplace internships) demonstrates how evaluating « competences » in those contexts makes little sense

Humanities · Political science · Education, sociology, and vocational training · French Language Learning Methods · Information Technology and Learning · Philosophy

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