The competences assessment in a dual training experience of teachers: differences and similarities between school and university tutors

Abstract

The need for schools and universities to work together in the initial training of teachers lies at the centre of this case study. These two institutions help to build professionalism and to promote the acquisition and development of teaching skills through their respective missions. With the start of a dual training experience, within a pedagogic approach based on the integration of different learning styles, we have noted differences between the ways that university tutors and school tutors make evaluations. To explain these evaluations, we have compared and contrasted them at the global scale and with reference to methodological competences. The results obtained can mainly be explained by the different roles that tutors play in these two contexts. In the case of school tutors, this involves professional socialization in collaboration in school-centred activities. In the other case, the activity of university tutors is more closely related to analysis and understanding, theoretical frameworks and acts of reflection.