Two methodological tools to accompany (future) teachers in the planning and assessment of didactic sequences at the elementary level
This paper presents two methodological tools aimed at accompanying teachers and future teachers of the Wallonia-Brussels Federation and the province of Quebec in the planning and assessment of lessons in the field of social sciences. After a brief discussion of the teaching reality inherent to these two contexts and a discussion focused on the particular difficulties primary school teachers face when planning units and assessing students, two methodological tools developed by the research teams will be presented. Afterwards, the practical repercussions of each tool will be described, which allows to highlight how similar the difficulties encountered by (future) elementary school teachers in the Wallonia-Brussels Federation and Quebec really are.