A multicase study to understand how singularity is taken into account in a co-evaluation of a teaching traineeship situation

Abstract

In the context of initial teacher training in the French speaking part of Belgium, supervisors are required to evaluate trainees, in particular through co-evaluations. In this context, this contribution aims to answer the following question: How is the singularity of the situation taken into account in the construction of the supervisor’s evaluative judgment? To answer this question, we conducted a multi-case study built around eight co-evaluation interviews. The results highlight that the supervisors of the study take into account the internship context and / or the personal aspects of the student to build their evaluative judgment.