Evaluating written works in dual teacher education: SCAN instrument design and experimentation

Abstract

The article presents the construction and validation of the evaluation instrument called Narratives Analysis Categories System (SCAN) integrated in a dual initial training of teachers. SCAN facilitates a convergent evaluation by the different actors of the Dual University Training (FDU) in the degree of Primary Education: the university teaching staff, the Teachers in Initial Training (DFI) and the school mentors. This case study analyses with two checkpoints the evolution of narratives about educational practices in schools. It focuses mainly on the relationship between theory and practice through the assessment of four dimensions: Description, Comprehension, Projection and Formal Aspects. The narrative analysis of 150 DFIs shows a significant improvement between the pre-test and post-test, especially relevant in the Projection dimension. This is evidenced in the following categories: Teaching Competencies, Teaching Intervention and Development Opportunities. In conclusion, the training with narratives contributes to the development of Professional Vision from a critical review of practice. In this study SCAN shows its efficiency in the analysis and evaluation of the DFIs narratives.