Transforming Teacher Education: The Case for “Going Gradeless”

Auteurs-es

DOI :

https://doi.org/10.53967/cje-rce.7131

Mots-clés :

Formation des enseignants, suppression des notes, évaluation « réussite/échec », évaluation formative, construction de l'identité professionnelle, jugement réflexif, formation des enseignants au Canada

Résumé

Dans la formation à l’enseignement, les pratiques d’évaluation ne servent pas seulement à mesurer les apprentissages; elles façonnent également l’identité professionnelle émergente des futurs enseignants. Les systèmes de notes numériques tendent à restreindre la réflexion, la collaboration et le jugement éthique. Cette étude examine la transition d’un programme de formation à l’enseignement vers un modèle réussite/échec (sans notes chiffrées) visant à harmoniser l’évaluation avec des approches formatives et dialogiques. À l’aide d’une recherche narrative critique éclairée par la théorie de la mimesis de Ricoeur, nous avons analysé des entrevues afin de comprendre l’expérience des étudiants dans un système sans notes. Les résultats montrent que cette approche réduit l’anxiété liée à la performance, favorise l’ouverture à la rétroaction et permet une forme de “lâcher-prise” qui encourage les étudiants à adopter une posture exploratoire et à prendre des risques intellectuels. Plusieurs se sont décrits comme « explorateurs » apprenant dans un paysage nouveau où la rétroaction, plutôt que le classement, guide le progrès. L’étude apporte des données empiriques à un champ encore peu documenté et éclaire la manière dont la réforme de l’évaluation peut soutenir le développement professionnel dans la formation des enseignants au Canada.

Statistiques

Chargement des statistiques…

Bibliographies de l'auteur-e

Kathy Hibbert, Western University

Dr. Kathryn Hibbert is Distinguished University Professor at Western's Faculty of Education, cross-appointed to Medical Imaging, Schulich School of Medicine & Dentistry at Western University. An interdisciplinary scholar working across sectors, her research explores how technological, social, and institutional transformations are reshaping education, professional learning, and the exercise of judgment in complex organizational settings. She works on questions related to artificial intelligence in education, curriculum and pedagogy, equity, professional formation, and the governance of learning in contexts where knowledge, responsibility, and public trust are at stake. Professor Hibbert has published widely across curriculum studies, professional education, equity, interdisciplinary learning, and the implications of technological change for teaching, assessment, and institutional life. She advises governments, international organizations, and professional bodies on the social, ethical, and educational implications of technological change, with collaborations spanning international agencies, medical and health education, and other high-stakes professional contexts.

Mary Ott, York University

Dr. Ott est professeure adjointe à l'Université York, Canada. Ses recherches portent sur des questions liées aux littératies, à l'apprentissage professionnel et au mentorat, ainsi qu'à la conception de programmes d'études dans des contextes allant de l'enseignement de la littératie à l'école primaire à la formation des professions de la santé. S'appuyant sur des perspectives sociomatérielles et de la complexité, elle explore comment la pédagogie et la conception des programmes d'études peuvent élargir les possibilités d'agir et de s'épanouir pour les apprenants et les enseignants, ainsi que les rôles que jouent l'espace, le temps et les matériaux dans ces processus. Cette attention portée à l'agence matérielle inclut également une réflexion sur les conséquences involontaires des technologies dans la conception des dispositifs d'apprentissage.

Jasmine Sidhu, Fielding Graduate University

Jasmine Sidhu est doctorante à Fielding Graduate University à Santa Barbara, en Californie, et associée de recherche en psychologie appliquée à l'Université York. Elle a obtenu une maîtrise en psychologie à la Faculté d’éducation de l’Université Western. Elle a occupé le poste de coordinatrice de recherche en formation des enseignants à Western, au Centre de recherche et d’éducation sur la violence contre les femmes et les enfants de l’Université Western.

Teenu Sanjeevan, Hilary and Galen Weston Foundation

Dr. Sanjeevan est directrice du programme de neurosciences à la Hilary and Galen Weston Foundation. Elle a également été chargée de cours à l’Université de Toronto (Scarborough) en physiologie de la parole et troubles de la parole, associée de recherche à l’Université Western (formation des enseignants), ainsi que chercheuse postdoctorale et gestionnaire de projet à l’Hôpital de réadaptation pour enfants Holland Bloorview (étude sur les frères et sœurs des nourrissons).

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19-05-2026

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Hibbert, K., Ott, M., Sidhu, J., & Sanjeevan, T. (2026). Transforming Teacher Education: The Case for “Going Gradeless”. Revue Canadienne De l’éducation, 1. https://doi.org/10.53967/cje-rce.7131

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