Efficiency of support offers for the professionalization of teachers
This research project examines accompaniment modalities in the dual-track teacher training and specifically those used at SFUVET’s three campuses to professionalise teachers within the Swiss VPET system. The study focuses on the costs of different accompaniment modalities offered to those undergoing pedagogical training at SFUVET. The study also assesses the effectiveness of these modalities in terms of professionnalisation of teachers within the Swiss VPET system.
Whether it be how SFUVET lecturers handle diploma theses and corresponding supervision, how they organise visits so that teachers-in-training gain exposure to live contexts or how they get teachers-in-training to work together in small groups to analyse practices, we find a very wide range of accompaniment modalities at SFUVET's three campuses. While the aim of this study is not to standardise the modalities at SFUVET and while also understanding that the teaching profession is indeed very difficult to describe, it is nevertheless legitimate to ask what accompaniment and supervision modalities at SFUVET are the most effective and fair in terms of favouring introspection and professionalism among teachers within the Swiss VPET system. Likewise which accompaniment and supervision modalities are the most efficient in terms of training cost/impact on the professionalisation of teachers within the VPET system.
To answer this question, we will first examine scientific literature to identify indicators that can be used to assess the effectiveness of accompanimentmodalities used to foster the professionalisation of teachers-in-training. We will then map out the various practices currently used at SFUVET's three campuses. Finally, we will gather feedback from teachers-in-training, recent graduates and SFIVET lecturers on the perceived effectiveness that SFUVET accompaniment and supervisionmodalities have had on the professionalisation of the teachers-in-training.
As a result, the analysis of the results, when matched up with the various modalities identified in the previous phase of our study, should enable us to better understand which accompaniment at SFUVET seem to be truly effective in terms of professionalising teachers within the Swiss VPET system.