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Modèles professionnels et attitudesdevant l’évaluation
Professional models and attitudestowards assessment
Mariano Fernández EnguitaUniversidad de Salamanca
www.enguita.info
QUELS ENJEUX STRATÉGIQUES POUR LA MISE EN ŒUVRE D’UNE OBLIGATION DE RÉSULTATS DANS LES POLITIQUES D’ÉDUCATION ?LES APPORTS DE LA RECHERCHE INTERNATIONALE
Lyon, INRP, ENS-LSH, 25 et 26 mai 2009
A GENERALIZED RESSISTANCE
Some half-truths (and half-lies):• An alien and imposed market logic• A methodological impossibility• A pedagogical interference• An attack to professionalism• A political intrusion
DU
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PROFESSION
USURPATION: solidarity, mobilization
EXCLUSION:differentiation, legalism
EMPLOYER, SOCIETY
PUBLIC, CLIENT
THE SPECIAL ASSIMETRY OF TEACHING= THE SPECIAL POWER OF THE PROFESSION
• Compulsory schooling, captive clientele (last institution based on universal conscription)– An outstanding difference with medicine and other
professions with a universal public• Pupils minority of age• Frequent decisions (by teachers) with heavy
consequences (for pupils) in and outside the institution• An extremely powerful [self]deceiving rhetoric to cover
group interests and strategies – teachers = education = knowledge, future, children,
equality and so on so forth
PROFESSIONAL MODELS
BUREACRATIC , Organizational(Civil service: hierarchy, discipline, procedures)
LIBERAL, Market(Autonomous practice: jurisdiction, exclusiveness)
TEACHERS
HISTORICAL ORIGINS
PRESENT ASPIRATIONS
DEMOCRATIC:- Initiative vs. hierarchy-Teamwork vs. solo practice- Partnership vs. paternalism
HENRY MINTZBERGFive ways of work coordination
1. Direct supervision
2. Standardization of procedures
3. Standardization of outcomes
4. Standardization of skills
5. Mutual adjustment
Work coordination
Direct supervision (personal control)
Traditional organization, primary labour market: personal knowledge
Standardization of procedures (technical or bureaucratic control)
Taylorism, fordism, fayolism, stakhanovism: technical knowledge
Standardization of outcomes Quality control: autonomous process, tacit knowledge
Standardization of skills Professionalization: professional knowledge
Mutual adjustment Adhocracy: uncertainty, adaptive knowledge
More simple ways are to be rejected
Both Inadequate to incertitude and complexity
Direct supervision Present in apprenticeship, Lancasterian schoolsInadequate due to disjunctive high personal costs / low skills
Standardization of procedures
Present in early simultaneous schoolsNot feasible due to the diversity of school communities, individual pupils and teaching and learning situations
Complex ways to be combined… and assessed
Standardization of outcomes Quality control:•autonomous processes, •tacit knowledge
Standardization of skills Professionalization:•Casuistic processes•professional knowledge
Mutual adjustment Adhocracy, i.e. innovation: •uncertainty, •adaptive knowledge
Three ways of coordination,three kinds of assessment
Standardization of outcomes(quality control)
Academic achievementValue addedExternal testsQuantitative (summative) assessment
Standardization of skills(professionalization)
Professional developmentUpdate/upgrade training, career conditioningFormative (training) assessment
Mutual adjustment(innovation)
Educational projectsSchool, team & personal initiativesQualitative assessment, counseling