Constructing change together in order to implement the Québec Education Program
With the advent of the education reform and the new school curriculum, educators are questioning their relationship to knowledge. For some, this involves a deep calling into question of ideas, while for others it is more a matter of reframing their view of the school system by examining their concepts of teaching, learning and evaluation. The Accompaniment-Research-Training project invites school staff to reflect on the proposed changes in order to reach a better understanding. It provides a way for people to develop the power to take action and to work with others in bringing about the changes in the schools that are needed to implement the Quebec Education Program.
Giving meaning and providing accompaniment
This project reflects the aims and orientations of the education reform. A provincial team will accompany school staff, who will in turn provide accompaniment to others in their school. Their role can be summarized as follows:
To support and follow-up school staff in their accompaniment process by integrating aspects of education that put theory into practice
To ensure continuity and coherence in various accompaniment-related contexts in order to generate a response in the school environment
To lead action-based group reflection and knowledge-construction aimed at the implementation of the Québec Education Program
To validate the tools and materials of the social-constructivist accompaniment process in order to support the role of accompaniment teams
To ensure the autonomy and influence of teams providing accompaniment in the schools
"Social-constructivist accompaniment is accompaniment that focuses on the construction of knowledge by the people being accompanied, in interaction with their peers ("co-construction"). Such accompaniment aims to activate previous experience in order to promote the construction of knowledge, to create socio-cognitive conflict (and to take advantage of such conflict when it emerges in discussions), to co-construct in action, to bring to light the conceptions [of those being accompanied] . . . and use to advantage the participants' recognition of some constructions. This process is based on interaction between the person providing the accompaniment and the person being accompanied" (Lafortune and Deaudelin, 2001, p. 200 [translation]). Construction and "co-construction" of the meaning to be assigned to the Québec Education Program is accomplished by means of reflecting, calling into question, modelling, providing feedback, synthesizing, observing, evaluating and self-regulating your actions and practices by sharing your personal vision with that of others, as well as with those in educational research.
Why a web site ?
To develop a province-wide network ;
To validate the tools and materials of the accompaniment process using an interactive approach ;
To stimulate discussion by encouraging joint constructions ;
To distribute the documents developed to provide accompaniment for teachers.
This site provides general information on the project, the tools and materials for the accompaniment process, information on the groups being accompanied and their progress, the conditions for and means of providing accompaniment, a glossary, a bibliography by subject, interesting links as well as sections to discover and yet to come. It is designed for everyone in the school system, but especially for resource persons who accompany the school staff in this process of change. Naturally, the content of this site reflects the aims and orientations of the reform and of the implementation of the Québec Education Program.
The accompaniment materials and the tools available on this site were developed by the provincial team and attest to the work carried out with the groups involved in the Accompaniment-Research-Training project. They outline a process that is ongoing and in validation and represent an invitation to action, reflection and change. The content is made available to accompaniment teams in order to contribute to the accompaniment process. Those who use these tools and materials should feel free to adapt, adjust and enrich them and make them their own, thereby furthering their validation. We invite these individuals to share their discoveries and achievements with the project by telling us specifically what they changed in the tools or materials, or by suggesting new paths to explore.
The Ministère de l'Éducation, du Loisir et du Sport, through the Direction de la formation et de la titularisation du personnel scolaire and the Direction générale de la formation des jeunes, and Université du Québec à Trois-Rivières are working together with 300 to 350 individuals committed to an approach that favours receiving as well as offering accompaniment to groups in their respective environments. Chosen by their schools, these individuals represent nine Québec regions, including private schools and the English-speaking community.
A site under "co-construction"
The content of this site reflects the aims and orientations of the reform and is dedicated to the implementation of the Québec Education Program. The tools available on the Web site have been developed by the provincial team and attest to the work carried out with the regional teams committed to the Accompaniment-Research-Training project. They represent an ongoing process and are an invitation to action, reflection and change. This is not a formal proposal but rather a set of tools made available to support teams in the regions in order to encourage the accompaniment process. Those who use these tools are free to adapt and to build on them, as the case may be.
We welcome your comments
To Contact Members of the Project
Accompanists for the English community :
Avril Aitken - Responsible for the English community group: Montreal
Grant Hawley - Responsible for the English community group: Quebec
Dates and Themes of the Sessions
(originally meeting in Trois-Rivières)
Accompaniment of the Evaluation of Learning