Étude de la prise en compte de la compétence 5 du référentiel en enseignement lors de son adaptation et de son adoption dans le programme de BEPEP de l’Université de Montréal

L’avènement de l’approche par compétences dans un contexte d’approche-programme dans le système scolaire québécois a eu pour conséquence, entre autres, la réforme des programmes de formation des enseignants dans les structures de la formation initiale. En effet, la formation est maintenant axée davantage sur la professionnalisation et se déroule sur la base d’un référentiel articulé autour de 12 compétences professionnelles indispensables à l’exercice de la profession enseignante. Dans cette perspective, la compétence concernant l’évaluation des apprentissages (compétence 5) constitue un axe essentiel pour déterminer le niveau des acquis des élèves et se place en position privilégiée dans la structure des cours du programme du baccalauréat en enseignement primaire et à l’éducation préscolaire, BEPEP, de l’université de Montréal. C’est pour cette raison que cette recherche tente de décrire la façon dont la compétence 5 est développée et évaluée dans ce programme c’est-à-dire la façon dont le Centre de Formation Initiale des Maîtres (CFIM) de l’université a adapté et adopté le référentiel de compétences. La complexité inhérente au concept de compétence et la nécessité d’une instrumentation rigoureuse, pertinente et variée pour son évaluation exige du professionnel qu’il soit compétent à évaluer des compétences. Cette maîtrise requiert la mise en place d’un cadre de concertation et d’échange où sont discutées les pratiques et expériences des acteurs et se révèle un point essentiel de la professionnalisation des enseignants. Pour cette recherche exploratoire de type qualitatif nous avons opté pour une analyse documentaire et des entrevues. Dans un premier temps, l’analyse des données issues de la matrice des compétences, des plans de cours cadre et des plans de cours spécifiques a permis de situer la compétence 5 au 3e rang des compétences travaillées au BEPEP. Elle est déclinée en 5 composantes et 15manifestations observables dans 29 cours sur un total de 52. Les cours provenant du département de didactique sont les plus nombreux à mentionner la présence de cette compétence toutefois, ce sont surtout les cours d’évaluation provenant du département ETA et les stages (EDU) qui évaluent cette compétence et ce, davantage lors de la troisième année de formation. Par ailleurs, il appert qu’une révision des manifestations observables mentionnées dans les plans de cours soit nécessaire afin de s’assurer que les modalités d’évaluation mentionnées permettent effectivement de démontrer les manifestations énumérées. Dans un second temps, des entrevues avec les enseignants ont permis d’expliciter le niveau de prise en charge de la compétence à évaluer qui est très variable selon la provenance du cours mais aussi le niveau de concertation entre les différents intervenants au BEPEP. À cet effet, une meilleure prise en compte des suggestions du CFIM pour la mise en place de l’approche programme représente un incontournable. Spécifiquement, nous avons pu observer dans la façon dont la compétence est évaluée une instrumentation qui ne relève pas toujours de la complexité de la compétence. Finalement, en posant un regard plus large sur la façon dont les référentiels de compétences sont déployés dans d’autres structures universitaires responsables de la formation des maîtres, la mise en place d’un portfolio professionnel et des rencontres de concertations entre les différents intervenants se sont avérées bénéfiques pour l’adoption et l’adaptation des 12 compétences professionnelles du référentiel en enseignement.The emergence of a competency-based approach in the context of a program-based approach in the Quebec schooling system has led to reforms, amongst others, in the structure of initial teacher training programs. Indeed, the training is now more geared towards professionalization and is articulated around twelve professional competencies indispensable to the teaching profession. In this perspective, the competency with regards to the evaluation of learning (competency 5) is essential to determine the level of students’ achievements and holds a privileged position in the structure of undergraduate courses in primary and early childhood education at the University of Montreal. This is why, in this research, we explore how this competency is taken into account, that is, the way, the “Centre de Formation Initiale des Maîtres” (CFIM) of the University of Montreal has adapted and adopted the competency framework. The inherent complexity of the concept of competency and the necessity of a rigorous, relevant and varied instrumentation for evaluation demands that the professional be apt to evaluate competences. This requires the setting up of a framework for concerted action and exchange where actors share their practices and experiences which in turn becomes an important point essential for the professionalization of teachers. In this qualitative exploratory study, we opted for documentary analysis and interviews. First, an analysis of competency matrix, the general and specific module information sheet, revealed that competency 5 was ranked in the 3rd position from the list of competencies worked in primary and early childhood education program. It unfurls in 5 components and 15 observable manifestations in 29 courses over a total of 52. Courses from the didactics department mention this competency often, but it is in evaluation courses from the ETA department and during internships (EDU courses) that this competency is evaluated and that during the third year of the training. In addition, it seems that a revision of the observable manifestations as mentioned in the module information sheet is due, to ensure that evaluation modalities mentioned allow effective demonstration of same. Second, interviews carried out with teachers allowed to further clarify their position with regards to the evaluation of competency 5, which is very variable depending on the course but also among the different actors of the primary and early childhood education program. As regards this matter, CFIM’s suggestion to put in place a program based approach is relevant. Specifically, we were able to observe that the way in which competency 5 is evaluated does not necessarily reveal the complexity of the competence. Finally, in a more global manner, the way in which competency frameworks were deployed in departments responsible for initial teacher training, professional portfolios used and stakeholder meetings conducted, were beneficial for the adoption and adaptation of the 12 professional competencies framework for teaching

Litter on the seafloor along the African coast and in the Bay of Bengal based on trawl bycatches from 2011 to 2020

We present the occurrence of seafloor litter on the coast of Africa and in the Bay of Bengal based on records from the EAF-NANSEN Programme in 2011 to 2020. Litter bycatch records from 534 bottom trawls were standardized to km2 before analysis. Three percent of the records indicated areas of high littering and the highest densities occurred from 100 to 300 m in depth and 50 to 100 km from the coast. Littering was lower in the Indian Ocean compared to Atlantic Africa. Plastic objects and fishing gear dominated the recorded items (47 % and 22 % respectively) but, regional differences were pronounced. Plastic dominated North Atlantic and East African records (58 % and 80 % respectively) and fishing gear dominated (69 %) in South Atlantic Africa while records from the Bay of Bengal were a mix of categories. The relation between littering and population density, marine industry, major cities, and rivers is discussed.publishedVersio

Stock identification: advancing in the knowledge of stock structure as a requirement for stock assessment

DEMERSTEM- Objectives of WP 1: -Improve the knowledge on the selected demersal stocks with a particular effort to solve the problems of stock identification and improvement of the quality of the data used for the assessment. -This follows the recommendations regularly made by CECAF.Peer reviewe

Dental caries in primary and permanent teeth in children's worldwide, 1995 to 2019: a systematic review and meta-analysis

Background: Early childhood caries (ECC) is a type of dental caries in the teeth of infants and children that is represented as one of the most prevalent dental problems in this period. Various studies have reported different types of prevalence of dental caries in primary and permanent teeth in children worldwide. However, there has been no comprehensive study to summarize the results of these studies in general, so this study aimed to determine the prevalence of dental caries in primary and permanent teeth in children in different continents of the world during a systematic review and meta-analysis. Methods: In this review study, articles were extracted by searching in the national and international databases of SID, MagIran, IranMedex, IranDoc, Cochrane, Embase, ScienceDirect, Scopus, PubMed, and Web of Science (ISI) between 1995 and December 2019. Random effects model was used for analysis and heterogeneity of studies was evaluated by using the I2 index. Data were analyzed by using the Comprehensive Meta-Analysis (Version 2) software. Findings: In this study, a total of 164 articles (81 articles on the prevalence of dental caries in primary teeth and 83 articles on the prevalence of dental caries in permanent teeth) were entered the meta-analysis. The prevalence of dental caries in primary teeth in children in the world with a sample size of 80,405 was 46.2% (95% CI: 41.6–50.8%), and the prevalence of dental caries in permanent teeth in children in the world with a sample size of 1,454,871 was 53.8% (95% CI: 50–57.5%). Regarding the heterogeneity on the basis of meta-regression analysis, there was a significant difference in the prevalence of dental caries in primary and permanent teeth in children in different continents of the world. With increasing the sample size and the year of study, dental caries in primary teeth increased and in permanent teeth decreased. Conclusion: The results of this study showed that the prevalence of primary and permanent dental caries in children in the world was found to be high. Therefore, appropriate strategies should be implemented to improve the aforementioned situation and to troubleshoot and monitor at all levels by providing feedback to hospitals

Moral development : the relationship between intentionality in moral judgement and field dependence.

Moral education began to follow a new direction when, in the 1960's, the cognitive developmental approach ushered in a new era in research into moral development. The conceptual framework and methodology for this new approach, and for the present study was derived from the earlier work of Piaget (1932) who maintained that logical and moral thinking existed as a genetic parallel developed through the same cognitive processes and structures