Models to promote the updating of skills by teachers

During the 2nd Professional Development Summit in Education, which was held on March 25-26 in St-Hyacinthe, I attended some very interesting presentations. I share with you here some notes on the presentation focused on the accompanying models.

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During the 2nd Professional Development Summit in Education, which was held on March 25-26 in St-Hyacinthe, I attended some very interesting presentations. I share with you here some notes on the presentation focused on the accompanying models.

This theme proposed at the Professional Development Summit in Education (#SommetDP) focused on existing models or to put in place in communities to promote the updating of skills by teachers.

The Cnipe support model

The first intervention on the theme of support was a presentation by Liliane Arsenault, educational advisor at the Knipe.

She began by presenting the results of a research highlighting the concerns of teachers at the beginning of their profession.

Different support systems

She then explained the different levels of measures that can be put in place to promote the success of professional integration, drawing a parallel with the approach of response to intervention (RAI). These levels are used in particular by the Cnipe team

Level 1: support systems in the establishment

Centralized systems (offered by the establishment) Welcome kit, welcome activity, peer mentoring, valuation activity, planning time between colleagues, bank of significant tools, support by a professional

Level 2: inter-establishment support systems

Interestingly, the evaluation and use of social networks are among the topics that come up most often in the training needs present.

Decentralized devices: face-to-face training activities, webinar, learning community, support group, training or information capsules, e-mentoring by peers

Level 3: personalized support systems

Personalized support systems: possibility of speaking to a neutral person, support by a professional, support in class, visit to the class of an experienced peer, online support from a professional, modeling activity, videoscopy.

Benefits perceived by teachers who received support

Factors facilitating support

Support factors facilitating digital support

The 2nd intervention of the Support component: Stephanie Lemieux, educational advisor in Fierbourg (CS des Premieres-Seigneuries)

She insists on the importance of making teachers understand that they must learn to become comfortable in taking risks with digital technology and not to hesitate to ask students for help. This is what she calls shared risk-taking. Indeed, students are sometimes experts in technology, while the teacher is always in pedagogy. “Without this disposition of the teacher, if he has a bad experience with the technology, he will not be inclined to try again,” she explains.

Support professional development in education: diversified and interesting service offer, educational differentiation in the training offer, professional development that goes beyond the stage of individual learning (sharing of practices) and support in taking action! Z
“Support is first and foremost a relationship that is built to bring teachers to question and reflect on their existing practices. »Stéphanie Lemieux
Accompanying means helping someone without telling them what to do.

The support methods of the TacTIC team

The third presentation was made by Celine Drouin, director of professional development at CFORP

Professional co-development process

What catches the eye: the co-co-co model: co-planning, co-teaching, co-objectification

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About the Author

Audrey Millerhttps://ecolebranchee.com
Editor of École branchée magazine, Audrey holds a graduate degree in educational technology and a bachelor's degree in public communication. A member of the Professional Federation of Quebec Journalists (FPJQ), she is particularly interested in news related to the professional development of teachers, information in the digital age and media education. She has been active in building bridges in the educational ecosystem since 1999. These days she is particularly involved in Edteq Association et en tant que membre du comité des communications de l'ACELF. En 2021, elle est reçue à l'Ordre de l'Excellence en éducation du Québec. Quand elle a du temps libre, elle est passionnée par ses enfants, ses lapins, les chevaux, le bon vin et... la programmation Web!

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