La pensée critique est-elle encouragée en formation du personnel enseignant?

Abstract

For years now, teacher-training programs have been designed to emphasize the development of competencies. This new pedagogy can prove unproductive if prescribed learning targets fail to integrate critical thinking into training. How then do we train future teachers to be critical and to integrate critical thinking into their own pedagogical practice, which now targets the development of competencies? In training future teachers in class management, several variables must be considered. It's necessary to guide future teachers towards adoption of a coherent epistemological position with respect to the competency approach, help them learn to problematize class situations (learning situations), and initiate them into an approach that emphasizes reflection and critical analysis.