Croyances et pratiques en évaluation : le cas des enseignants de français de la Faculté de Langues de la BUAP

Abstract

In a moment when most of the university courses focus on the development of the individual in all his capacities and dimentions, what is happening with teachers job ? The function of such educative actors is to provide students with cognitive, metacognitive and socio-emotional resources that will have to be mobilized to face social challenges, but is this function real or is it just a nice speech? These questions led us to look into the teachers thoughts and practices in the action, and in a more precise way at the level of the education of the process of teaching-learning. Although it is a fact that in the context of the educative institution BUAP, geographical space of our research, the approach through competences indicates the path to follow, what are the beliefs and practices in the evaluation of the teachers belonging to the major in French language teaching?

This quantitative research was supported on the application of a questionnaire with the objective of outlining a portrait of the beliefs (Vause, 2009) and the practices (Leroux, 2010) on evaluation (Gardner, 2006) of the teachers of French as a foreign language (FFL) under an approach by competences. The results obtained revealed that although the difference between the practices and beliefs towards evaluation is faint, there is a considerable heterogeneity related to teachers action and convictions. On the other hand, our research allows us to emphasize on the urgent character of establishing coordinated and systematic actions to foster integrity just like the retroaction and the quality of the evaluative process.