Modles professionnels et attitudes devant lvaluation Professional models
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Modèles professionnels et attitudes devant l’évaluation Professional models and attitudes towards assessment Mariano Fernández Enguita Universidad de Salamanca www. enguita. info QUELS ENJEUX STRATÉGIQUES POUR LA MISE EN ŒUVRE D’UNE OBLIGATION DE RÉSULTATS DANS LES POLITIQUES D’ÉDUCATION ? LES APPORTS DE LA RECHERCHE INTERNATIONALE Lyon, INRP, ENS-LSH, 25 et 26 mai 2009
A GENERALIZED RESSISTANCE Some half-truths (and half-lies): • An alien and imposed market logic • A methodological impossibility • A pedagogical interference • An attack to professionalism • A political intrusion
THE SPECIAL ASSIMETRY OF TEACHING = THE SPECIAL POWER OF THE PROFESSION • Compulsory schooling, captive clientele (last institution based on universal conscription) – An outstanding difference with medicine and other professions with a universal public • Pupils minority of age • Frequent decisions (by teachers) with heavy consequences (for pupils) in and outside the institution • An extremely powerful [self]deceiving rhetoric to cover group interests and strategies – teachers = education = knowledge, future, children, equality and so on so forth
HENRY MINTZBERG Five ways of work coordination 1. Direct supervision 2. Standardization of procedures 3. Standardization of outcomes 4. Standardization of skills 5. Mutual adjustment
Work coordination Direct supervision (personal control) Traditional organization, primary labour market: personal knowledge Standardization of procedures Taylorism, fordism, fayolism, (technical or bureaucratic stakhanovism: technical control) knowledge Standardization of outcomes Standardization of skills Mutual adjustment Quality control: autonomous process, tacit knowledge Professionalization: professional knowledge Adhocracy: uncertainty, adaptive knowledge
More simple ways are to be rejected Both Inadequate to incertitude and complexity Direct supervision Present in apprenticeship, Lancasterian schools Inadequate due to disjunctive high personal costs / low skills Present in early simultaneous schools Not feasible due to the diversity of school communities, individual pupils and teaching and learning situations Standardization of procedures
Complex ways to be combined… and assessed Standardization of outcomes Standardization of skills Mutual adjustment Quality control: • autonomous processes, • tacit knowledge Professionalization: • Casuistic processes • professional knowledge Adhocracy, i. e. innovation: • uncertainty, • adaptive knowledge
Three ways of coordination, three kinds of assessment Standardization of outcomes (quality control) Standardization of skills (professionalization) Mutual adjustment (innovation) Academic achievement Value added External tests Quantitative (summative) assessment Professional development Update/upgrade training, career conditioning Formative (training) assessment Educational projects School, team & personal initiatives Qualitative assessment, counseling
(Frank Parkin’s concept, adapted) DUAL PROFESSIONAL CLOSURE EMPLOYER, SOCIETY USURPATION: solidarity, mobilization PROFESSION EXCLUSION: differentiation, legalism PUBLIC, CLIENT
PROFESSIONAL MODELS BUREACRATIC , Organizational (Civil service: hierarchy, discipline, procedures) HISTORICAL ORIGINS TEACHERS PRESENT ASPIRATIONS LIBERAL, Market (Autonomous practice: jurisdiction, exclusiveness) DEMOCRATIC: - Initiative vs. hierarchy -Teamwork vs. solo practice - Partnership vs. paternalism