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Faculté de Psychologie
et des Sciences de l’Education
Observation of practices, a lever to develop
effective teaching practices
Laëtitia Delbart, Christophe Baco, Marie
Bocquillon & Antoine Derobertmasure
Laetitia.DELBART@umons.ac.be
Christophe.BACO@student.umons.ac.be
Marie.BOCQUILLON@umons.ac.be
Antoine.DEROBERTMASURE@umons.ac.be
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 2
Objectives of this presentation
•Presentation of the context: How is evidence-based data
used in French-speaking Belgium?
•Presentation of the work by the Institute of Educational
Management of the University of Mons to train teachers to
evidence-based education and in particular explicit
instruction
✓Presentation of a training model
used in teacher education and in a
research on this subject
✓Results
✓Conclusions and prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 4
Context –Training model –Results –Conclusion & prospects
For the students:
-Teaching quite ineffective (low results compared to other
OECD countries and other Belgian communities)
-Teaching quite discriminatory (large difference in terms of
performance between students from low economic
backgrounds and students from high income backgrounds)
(2015 PISA results from Quittre et al., 2017 ; Danhier & Jacobs, 2015)
Context : the education system in French-speaking Belgium
For the teachers: around 35%of
the teachers leave their job in
the first five years (Delvaux,
Desmarez, Dupriez, Lothaire &
Veinstein, 2013)
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 5
Context: how are teachers trained?
Model
Bachelor’s degree
Part of a teaching master’s or
a specific training (post-
master)
Pre-school, primary and lower-
secondary teachers (from 2 ½ to
15-year-old students)
Upper-secondary
teachers (from 15- to
18-year-old students)
3 years 30 ECTS
Higher Education
Institutions University
Simultaneous Consecutive
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 6
Context: how are teachers trained?
Pre-school, primary and lower-
secondary teachers (from 2 ½ to
15-year-old students)
Upper-secondary
teachers (from 15- to
18-year-old students)
Despite these differences in teacher education: one identical
reference framework composed of 13 competences that future
teachers must develop (decrees of 2000 and 2001) :
-Planning, managing and evaluating
learning situations
-Analyzing his or her own practices by using
reflexive skills […]
-…
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 7
One principle that rules the context of teacher education, as well as education in general
in the French Community:
pedagogical freedom
(e.g. de Bouttemont, 2004)
Teacher trainers have the responsibility to organize teacher education by having a large
room for maneuver…
… as long as the activities suggested respect the decrees
→At first glance quite accommodating…
→… but teacher education must be efficient in
view of societal expectancies
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 8
Limited use of practices based on evidence-based data in teacher education
«as far as pedagogical methods are concerned, pedagogical departments from
higher education institutions greatly favor constructivist instruction. Quite often, it
happens as if these sections only knew constructivist instruction, as the only
alternative pedagogical approach to lectures » (Agence pour l'Evaluation de la
Qualité de l'Enseignement Supérieur, p. 51).
But constructivist approaches are less efficient
than other approaches, such as explicit
instruction (e.g., Bissonnette et al., 2010;
Guilmois, 2019), which is different from
lectures.
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 9
Limited use of practices based on evidence-based data in teacher education
Gravé, Bocquillon, Friant and Demeuse (2020a ; 2020b) have studied
the representations of 563 future teachers from 5 higher education
institutions and one university.
Results show that :
•« future teachers generally present more
assured constructivist notions, without rejecting
transmissive ideas» (p.160)
•The questionnaire used in this research has not
permitted to confirm that future teachers have
an explicit idea of learning. This can be
explained by « the weak presence of this
approach in teacher education in French-
speaking Belgium » (p.160)
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 10
Limited use of practices based on evidence-based data in teacher education
Context –Training model –Results –Conclusion & prospects
Text available in English
https://www.researchgate.net/publication/
346535153_Pre-
service_teachers'_conceptions_on_explicit_
socioconstructivist_and_transmissive_appr
oaches_to_teaching_and_learning_in_Fren
ch_Speaking_Belgium
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 11
Context: how are teachers trained?
Model
Bachelor’s degree Part of a teaching master’s or
a specific training (post-
master)
Pre-school, primary and lower-
secondary teachers (from 2 ½ to
15-year-old students)
Upper-secondary
teachers (from 15- to
18-year-old students)
3 years 30 ECTS
Higher Education
Institutions University
Simultaneous Consecutive
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 12
Work led with this « double hat » (Bocquillon, Derobertmasure &
Demeuse, 2018)
Trainers
Researchers
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 13
Continuing Derobertmasure’s work (2012) who developed, put in place and
evaluated the first version of the teacher training model
✓Future teachers have difficulties to objectively
describe their practices, even when they are
faced with the video recording of their practices.
✓Future teachers do not justify much their
practices. When they do: personal reasons
which are not satisfying from the point of view
of trainers.
Context –Training model –Results –Conclusion & prospects
At university In schools
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 14
at university In schools
-teaching : training teachers to effective
teaching methods and helping them
objectively analyze their practices based on
an observation tool based on scientific
knowledge
-research : production of scientific
knowledge on future teachers’ practices
Bocquillon’s system (2020)
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 15
Bocquillon’s system (2020)
Future
teacher
Observation tool inserted
in an observation software
Researcher-
Trainer
Camera
« at university and in schools »
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 16
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 17
Université de Mons
Results of the observation
synchronized with the video +
possibility of rewatching video clips
L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS)
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 18
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 19
Complex and meticulous work completed
live in classrooms:
In this example: 271 different gestures have
been identified continuously during a 40-
minute lesson!
→During this research : the same work
realized during 35 other hours of lessons
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 20
Which analysis framework can be used to build an observation tool?
Context –Training model –Results –Conclusion & prospects
•Multiple analysis frameworks can be chosen to build an observation tool.
•In this research: the tool was created from scientific literature on effective
teaching and in particular explicit instruction for two reasons:
✓The effectiveness and equity (based on Bloom’s
definition (1979)) of this teaching model has
been demonstrated by numerous empirical
researches (e.g., Good & Grouws, 1979;
Bissonnette et al., 2010; Guilmois, 2019)
✓It was developed from observations and
experimentations led with teachers. It is
operational and can be directly used in teacher
education.
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 21
Which analysis framework can be used to build an observation tool?
Context –Training model –Results –Conclusion & prospects
Tool « Miroir des Gestes
Professionnels » (Bocquillon, 2020)
e.g. Archer & Hughes, 2011; Gauthier, Bissonnette & Richard, 2013 ; Good &
Brophy, 2008 ; Rosenshine & Stevens, 1986 ; Slavin, 2009 ; Rosenshine, 2012
;
Bocquillon,
Derobertmasure &
Demeuse, 2019
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 22
Tool « Miroir des Gestes Professionnels » (Bocquillon, 2020)
Context –Training model –Results –Conclusion & prospects
•5 categories to observe teacher’s professional gestures linked to
classroom management
•4 categories to observe teachers' professional gestures linked to the
management of the learning process (+17 subcategories to observe these
gestures in detail)
•7 categories to observe students’ verbal interventions (+6 subcategories
to observe which students are named by the teacher)
In this presentation: focus on some categories of
this tool
Complete tool available here:
www.umons.ac.be/grilleMGP2019
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 23
What is
teaching?
Classroom
management Learning
management
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 24
Classroom
management
Managing space/time
Managing
participation
Managing behaviors
Social interventions
Managing the logistics
Learning management
Presenting the
content
Verifying the
understanding
Giving feedback
Giving scaffolding
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 25
•= « The backbone of explicit teaching»
(Gauthier et al., 2013; Bocquillon,
Derobertmasure & Demeuse, 2021)
•=to make visible something invisible
(students’ understanding)
•→Effective teachers check students’
understanding every 2 to 3 minutes
(Gauthier et al., 2013 ; Hollingsworth &
Ybarra, 2013)
Verifying the understanding
→2 ways to verify the understanding
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 26
Classroom
management
Managing
space/time
Managing
participation
Managing
behaviors
Social interventions
Managing the
logistics
Learning
management
Presenting the
content
Verifying the
understanding
In a stereotypical way
In a specific way
Giving feedback
Giving scaffolding
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 27
Verifying the understanding in a stereotypical way
•Definition: short remarks that do not encourage students to talk about
what they understand/do not understand and to which they can
answer positively even if they do not understand
•Examples: « All right?», « Do you understand ? », « Ok ? »
Context –Training model –Results –Conclusion & prospects
What does literature say about it? When a
teacher asks his or her students « do you
understand? », he or she does not verify their
understanding, but asks them their opinion
on their understanding. However, students
may think that they understood but they
could be wrong, or they may not dare say
that they did not understand (e.g.,
Hollingsworth & Ybarra, 2013; Gauthier et al.,
2013)
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 28
Verifying the understanding in a specific way
•Definition : more developed remarks which allow the teacher to get more
information on what the students understand or do not understand
Context –Training model –Results –Conclusion & prospects
•Examples :
✓« Can you rephrase what you have just
learnt ?»
✓« Tell me what you understood.»
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 29
•What does literature say about it?
✓Ideally, they should be used every 2 to 3 minutes, from the start of the
lesson (with the presentation of the objective) (Gauthier & al., 2013 ;
Hollingsworth & Ybarra, 2013)
Verifying the understanding in a specific way
Context –Training model –Results –Conclusion & prospects
✓2 other functions (Gauthier & al.,
2013 ; Hollingsworth & Ybarra,
2013):
❖Maximize student involvement;
❖Decrease the number of
misbehaviors
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 30
Individual
answers
Not named
Named among
volunteers
Named among
the non-
volunteers
Named through a
random naming
system
Other types of
naming method
Continuing
discussion
Group answers
Collective
answers
Spontaneous
speaking
Reading out loud
Question
Other
interventions
linked to the
content
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 31
Individual
answers
Not named
Named among
volunteers
Named among
the non-
volunteers
Named through a
random naming
system
Other types of
naming method
Continuing
discussion
Group answers
Collective
answers
Spontaneous
speaking
Reading out loud
Question
Other
interventions
linked to the
content
Part of the tool
which allows the
supervisor to
know how the
teacher handles
the students’
participation and
which students
are named by the
teacher
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 32
Individual
answers
Not named
Named among
volunteers
Named among
the non-
volunteers
Named through a
random naming
system
Other types of
naming method
Continuing
discussion
Group answers
Collective
answers
Spontaneous
speaking
Reading out loud
Question
Other
interventions
linked to the
content
Fairer system for scientific
literature (e.g., Bocquillon et al.,
2021; Gauthier et al., 2013;
Hollingsworth & Ybarra, 2013)
→Every student (and not only
the volunteers) have the
opportunity to express
themselves and to receive a
feedback
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 33
Internships
0
50
100
150
200
250
FE1_15 FE3_15 FE6_15 FE9_15 FE11 15 FE14_15 FE16_15
Number of gestures
per lesson (40
minutes)
Future
teachers
Context –Training model –Results –Conclusion & prospects
Learning management Classroom
management
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 34
Context –Training model –Results –Conclusion & prospects
→In a general way, results show that future teachers have few
opportunities to practice classroom management
…even tough it is one of the main difficulties that novice and experienced
teachers face (e.g. Dufour, 2010; results survey TALIS 2018 by Quittre et al.,
2019)
…and one of the main causes of desertion (e.g. Nault & Fijalkow, 1999;
Jackson et al., 2013; Oliver et al., 2011; Sauvé, 2012)
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 35
0
5
10
15
20
25
30
35
O. stéréotypée de la compréhension O. spécifique de la compréhension
Micro-teaching
Mean = 9
Mean = 1
Number of gestures
per lesson (40
minutes)
Future
teachers
Context –Training model –Results –Conclusion & prospects
Stereotypical
remarks
Specific remarks
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 36
0
5
10
15
20
25
30
35
40
O. stéréotypée de la compréhension O. spécifique de la compréhension
Number of gestures
per lesson (40
minutes)
Future
teachers
Internship
Context –Training model –Results –Conclusion & prospects
Mean = 9
Mean = 4
Stereotypical
remarks
Specific remarks
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 37
0
5
10
15
20
25
30
35
40
O. stéréotypée de la compréhension O. spécifique de la compréhension
Number of gestures
per lesson (40
minutes)
Future
teachers
Internship
Context –Training model –Results –Conclusion & prospects
Mean = 9
Mean = 4
Stereotypical
remarks
Specific remarks
Results strengthen the idea that giving a « survival kit » to novice teachers on
basic pedagogical practices (Brophy, 1988) or even « vital pedagogical
competencies » to ensure their professional integration and avoid desertion
(Cohen et al., 2020) is a necessity
To avoid that, in the absence of a training on effective gestures, some develop
these « on the job » (Cohen et al., 2020), or even do not develop them at all…
and that students are put in a difficult position!
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 38
0
10
20
30
40
50
60
70
80
Non désigné Désigné parmi les volontaires Désigné parmi les non-volontaires Poursuite de l'échange Autre désignation
Internship
Context –Training model –Results –Conclusion & prospects
Not named
Named among volunteers
Named among the non-volunteers
Continuing discussion
Other types of naming method
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 39
0
10
20
30
40
50
60
70
80
Non désigné Désigné parmi les volontaires Désigné parmi les non-volontaires Poursuite de l'échange Autre désignation
Internship
Context –Training model –Results –Conclusion & prospects
Not named
Named among volunteers
Named among the non-volunteers
Continuing discussion
Other types of naming method
Most answers are given by students who are not chosen by the teacher
→Students choose to speak by themselves
→No future teacher use a random system to name students
→Results show the necessity to strengthen teacher education to effective
gestures
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 40
The training allows them to become aware of some gestures in their practices in
light of scientific literature on effective teaching:
« When I received the observation reports done by Marie, I found this information
interesting to concretely realize what I was doing, on the basis of elements
considered as important in scientific literature on effective teaching, and what I
had to improve […]. As far as verifying students’ understanding is concerned, I
realized that […]Iwasn’t doing it much. Moreover, when I did it, I only use short
stereotypical phrases even if they are less effective as they do not encourage
students to express their level of understanding or misunderstanding (future
teacher 12, year 2015-2016, report)
What do future teachers say about their observations?
Context –Training model –Results –Conclusion & prospects
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 41
The training allows them to become aware of some gestures in their practices
considering scientific literature on effective teaching:
« I find it interesting because we do not realize it when we are teaching. I know
that it is important to name students, I try to do it, but Iwas not aware of the
difference between students « who are not named by the teachers » [30
occurrences] and students « named by the teacher » [3 occurrences ]»(future
teacher 9_16)
Context –Training model –Results –Conclusion & prospects
What do future teachers say about their observations?
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 42
The training also allows them to legitimate their pedagogical choices on the
basis of scientific literature and not on the basis of personal preferences:
« I had difficulty to effectively manage students’ participation. Indeed, I used to
ask a question to the whole class without naming a student in particular […]. I
did not want to force them to participate […]. But I changed my mind when I
read the analysis done by Ms. Bocquillon […]. The risk that I became aware of is
that only students who know the answer will participate»[Future teacher 1,
year 2015-2016, report]
Context –Training model –Results –Conclusion & prospects
What do future teachers say about their observations?
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 43
The training also allows them to suggest ideas to improve their practices:
« After writing this report and reading the analysis on my practices, I realize
that I could improve my professional practice, for example on how to name
students to give all students the opportunity to answer the questions. […]. I
should also use more techniques to make sure that the students follow and
understand the lesson. » [FE6_15, report]
Context –Training model –Results –Conclusion & prospects
What do future teachers say about their observations?
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 44
•They spontaneously use the tool, after micro-teaching, to be more attentive
to certain elements during their internship (for example: if they do not
name students during the lab sessions, they try to do it during their
internship)
•They spontaneously use the tool to compare their practice during micro-
teaching and during internships
Other signs of interest for the observation tool by
future teachers
Context –Training model –Results –Conclusion & prospects
•They spontaneously use it, even if it is not
mandatory, to observe their cooperating
teacher during their practicum
•They spontaneously use it to observe in
detail professional gestures that the
teacher trainer did not have the
opportunity to observe (for example: the
different types of feedback)
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 45
→In conclusion, the various and spontaneous uses of observation data by
future teachers constitute a form of validation of the tool by future teachers
themselves, who are in demand for tools and concrete ideas from scientific
literature.
Context –Training model –Results –Conclusion & prospects
Other signs of interest for the observation tool by
future teachers
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 46
•In a context characterized by an important pedagogical freedom and by a
weak use of evidence-based data during teacher education
•Proposal of a teacher education program to effective teaching and explicit
instruction and more particularly of an observation tool that allows future
teachers to reflect on their practices
•Results show the necessity to strengthen teacher education to effective
professional gestures
Context –Training model –Results –Conclusion & prospects
•They also point out the interest shown
by future teachers towards the
observation tool
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 47
Research in progress
•Improving the training of cooperating
teachers and in particular their
competency to observe in detail the
practices and to evaluate them objectively
•Creation of a framework of
competencies: what makes « a good
cooperating teacher » (Baco,
Derobertmasure & Bocquillon, 2021a)
Context –Training model –Results –Conclusion & prospects
Available
here :
http://www.
umons.ac.be
/inas/ea1
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 48
Research in progress
•Improving the training of cooperating
teachers and in particular their
competency to observe in detail the
practices and to evaluate them objectively
•Survey to analyze the training needs of
French-speaking cooperating teachers
(N = 854) (Baco, Derobertmasure,
Bocquillon & Demeuse, 2021b)
•To come: implementation and
evaluation of training tools and
programs
Context –Training model –Results –Conclusion & prospects
First part of
results
available
here : results
of the survey
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 49
Research in progress
•Study on the impact of a training and
coaching program about explicit
instruction, on teachers’ practices
→As part of this research: creation of an
observation tool complementary to
“Mirror of professional gestures” tool to
observe and evaluate the implementation
of steps that are distinctive features of
explicit instruction
Context –Training model –Results –Conclusion & prospects
© Arthur Krijgsman for Pexels
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 50
Context –Training model –Results –Conclusion & prospects
Research in progress
•Focus on classroom management
✓Research on the representations and
stereotypes that future teachers
associate with classroom management
✓Creation of an observation tool
complementary to the “Mirror of
professional gestures” tool to analyze in
detail professional gestures linked to
classroom management
✓Implementation of the Positive
Behavioral Interventions and Supports
(PBIS) program in schools (an evidence-
based behavior management system)
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 51
Research in progress
•Implementation of three University
Certificates in explicit instruction of
contents and behaviors (10 ECTS each)
for teachers
✓Introduction to explicit instruction of
contents and behaviors
✓Explicit teaching of contents (in-depth
study)
✓Explicit teaching of behaviors (in-depth
study)
Context –Training model –Results –Conclusion & prospects
More information, including a
video presentation, here:
www.enseignementexplicite.be
→As part of this training program: several
research led with the participants including a
study on « what elements do novice teachers
rely on to choose their practices ».
Université de Mons L. Delbart, C. Baco, M. Bocquillon & A. Derobertmasure| Institute of Educational Management (INAS) 52
Thank you for listening!
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