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Are future teachers in Quebec technocompetent?

Not enough, observes a group of UQÀM researchers. Indeed, the results of their analyzes show that out of the six components of professional competence 8 (integrating ICT), only one is generally mastered, four are partially mastered and one remains to be developed.

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Not enough, observes a group of UQÀM researchers. Indeed, the results of their analyzes show that out of the six components of professional competence 8 (integrating ICT), only one is generally mastered, four are partially mastered and one remains to be developed.

Future teachers in Quebec at the end of university training should have acquired the 12 professional skills required by this trade. However, they show deficiencies in terms of mastery of technologies (skill number 8). This is what researchers Stéphane Villeneuve, Carole Raby and Hélène Meunier, from the University of Quebec in Montreal (UQÀM) found. To do this, they assessed each of the six components of the professional competence to integrate ICTs of 2,065 future Quebec teachers during their internships.

First, here is a reminder of these six components of professional competence to integrate ICT, as prescribed by the Ministry of Education, Leisure and Sport (MELS) of Quebec :

1. Exercise a critical and nuanced mind with regard to the real advantages and limitations of ICT as a support for teaching and learning, as well as to the challenges for society.

2. Evaluate the didactic potential of computer tools and networks in relation to the development of the skills of the training program.

3. Communicate using various multimedia tools.

4. Effectively use ICTs to search, interpret, communicate information and solve problems.

5. Effectively use ICTs to build up networks for exchanges and continuing training in their own field of teaching and their teaching practice.

6. Help students to appropriate ICT, use them for learning activities, assess their use of technology and critically judge data collected on networks.

Full details of the results and explanation of the methodology are available in the original article here: http://www.ritpu.org/IMG/pdf/RITPU_v09_n01-02_79.pdf

So, in your opinion, which skill is best mastered, and which is the least well? Respectively the 1time and the 3e! Surprised?

(New unearthed via Sébastien Stasse (@sstasse) on Twitter!)

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About the Author

Audrey Miller
Audrey Millerhttps://ecolebranchee.com
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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