Student Teachers’ Feelings of Preparedness to Teach
Mots-clés :
teacher preparedness, classroom management, instructional planning, teaching practicumRésumé
La façon dont un enseignant juge de ses aptitudes pédagogiques constitue peut-être un facteur cognitif dans le modèle réciproque-déterministe tiré de la psychologie sociale. Le fait qu'un étudiant-maître se sente prêt à enseigner pourrait donc avoir une influence sur son aptitude à mener à bien ses tâches pédagogiques. D'après une recherche menée dans le cadre d'un cours obligatoire d'un programme de formation des maîtres, le sentiment d'être prêt à enseigner augmentait nettement durant le programme d'un an. Ce sentiment augmentait plus nettement pour certains aspects—gestion de la classe et planification de l'enseignement—que pour d'autres—aptitude à poser des questions, motivation, consignation des résultats et promotion de l'autodiscipline—et ce, peut-être en raison du fait que les brèves expériences sur le terrain comprises dans le programme mettaient l'accent sur la « survie ». Certains sous-groupes d'étudiants-maîtres, probablement à cause de leurs expériences d'enseignement antérieures, se sentaient, au point de départ, mieux préparés à enseigner que d'autres. Si les étudiants-maîtres ont le sentiment que le programme est susceptible d'améliorer leur rendement, ils enseigneront avec plus d'assurance et réussiront à bien se faire accepter par les élèves.
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Références
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