Evaluation of theses for the Masters in Teaching, Education and Training (MEEF): Which aspects privileged by the professors?
The reforms of teacher training in France have led to the introduction of a thesis, professional first and then a research thesis with professional scope. Though meant to help train students in and through research, this academic writing remains insufficiently defined, thereby raising the question of the expectations of the professors who supervise and evaluate it. In this article, we explore this issue, analyzing feedback provided by professors from various disciplines on theses by students in the second year of the MEEF Masters for early childhood and primary education. Specifically, we aim to identify the aspects privileged by these professors to evaluate the theses.