Training Adult General Education teachers to evaluate competencies: challenges and perspectives
The curriculum reform of the AGE (Adult General Education) reactivates the issue of teachers’ professionalization in this sector through their initial and ongoing training. An exploratory research was undertaken to identify how the professional reality of these teachers in the construction of professional knowledge on evaluation was taken into account. The methodology is based on the analysis of document content repositories and artifacts produced through reflections of teachers in an online professional training program. The results show that professional situations and the professional context of this sector shape a particular evaluative culture which makes the construction of professional knowledge possible, but their implementation in work situations varies. These findings highlight the need for specific training for teachers in this area and have an insight into the challenges of integrating professional situations to qualified evaluation training.