Croyances de professeurs stagiaires d’éducation physique et sportive à propos de trois approches de l'évaluation

Abstract

Three types of approach concerning evaluation understood by P. E. apprentice teachers. Taking into consideration the results of a recent research undertaken by the National Institute of Pedagogical Research on the ability of future P. E. teachers to evaluate pupils, the following report will try to show the evolution of attitudes concerning that problem among 179 apprentice P. E. teachers in four teacher training colleges. The project tackles three classical models of evaluation by means of a questionnaire, spanning from beginning to end of an academic year. The evolution in the response among the apprentice teachers shows that if part of them still feel secure with a traditional docimological conception centred on measure, the majority enter into a reflexive position revealed by an attitude of doubt towards the conceptions displayed in the evaluation established in the questionnaire. The meaning and the underlining values of the conceptions is then discussed in the sense that they can be understood as elements of a “ professional culture” anchored in the recent history of the P. E. discipline, which is currently going through an approach seen in the past or even to day in the general field of education as well.