Analyse critique des difficultés à conduire des recherches collaboratives en évaluation

Abstract

The evaluative question is a scientific and practical issue in collaborative research in the Education and Training Sciences. Indeed, when this research is designed and implemented, this question, at the scientific level, constitutes a knowledge issue, which is articulated, at the praxeological level, with equally practical issues. In this article, we therefore propose to shed light on the difficulties researchers encounter in the very specific context of collaborative research methods when it is linked, in one way or another, to evaluation and on the means they plan to use to overcome them. In other words, it is the evolution of the professionalism of research actors and more broadly that of the professionalisation of mobilised mechanisms and structures that is critically questioned and problematised here, within the scope we have set. Empirically, we limited the investigation to an exploratory survey with two phases: the first phase was conducted by means of a questionnaire and the second by means of a semi-directive interview. The perspective of this contribution is to detect blind spots and blind spots, which are all too often ignored scientifically and practically. The analysis of the results highlights the following points: the difficulties in conducting collaborative evaluation research are effectively diagnosed even if they are not always easily expressed by the people who experience them. In this article, we will detail different types of difficulties expressed: epistemological, methodological, institutional and experiential to a lesser extent.