AQPC

Authors : Lise ST-PIERRE
Professeure à PERFORMA - Université de Sherbrooke

Collaboration with:
D. Bédard, N. Lefebvre, J. G. Ntebutse, J. Myre et D. Martel

In the current context of change taking place in higher education and within the framework of a Canada-wide study, the authors of this article, which contains a number of tables, wanted to find out the impact of innovative contexts on the perceptions, roles and tasks of students as well as teachers.   The article begins with a reminder of the goals, then goes on to present the process. It includes the analysis tools: a dimensions grid, recurrence tables and learning focus tables; results obtained; as well as limitations, contributions and new research directions.  The study underscores the importance for the teacher to play a coaching role in an interactive situation with a group of students in most of the innovative contexts observed.  It also contributes to the empirical verification of the theoretical aspects of teacher interventions and their actualization in practice.  Results obtained give us a  better understanding of innovative educational practices, provide us with an overview of educational practices originating from diversified disciplines and programs, and outline a range of innovations put in place on the curricular level. 

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