Résumés
Abstract
Capstone courses often focus on applied learning, typically practicum experiences such as internships. However, students do not always benefit as much as they could from their internships because teaching and learning resources are not used optimally. This paper explores the use of project-based learning in a capstone course of the Graduate Diploma in Youth Work program at Concordia University that includes an in-class seminar and an internship in a human services agency. Using the principles of context authenticity and cognitive apprenticeship from the Authentic Situated Learning and Teaching (ASLT) framework, we examine the experiences of two cohorts of interns (24 students in all). An analysis of their final papers and participation in a focus group, as well as the results of the university’s course evaluation, suggests that the ASLT framework contributes to the transfer of learning in a professional setting. Furthermore, the use of the psychoeducative model to structure active pedagogies in a youth work capstone course provides a means for planning therapeutic activities and organizing intervention programs that help develop competencies to work in diverse settings.
Keywords:
- Authentic Situated Learning and Teaching,
- active pedagogy,
- project-based learning,
- capstone course,
- internship,
- psychoeducation,
- youth work,
- child and youth care
Parties annexes
Bibliography
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. Jossey-Bass.
- Barr, J. J. (2016). Developing a positive classroom climate. IDEA papers #61. https://files.eric.ed.gov/fulltext/ED573643.pdf
- Bédard, D., Frenay, M., Turgeon, J., & Paquay, L. (2000). Les fondements de dispositifs pédagogiques visant à favoriser le transfert de connaissances : Les perspectives de “l’apprentissage et de l’enseignement contextualisés authentiques” [The foundations of educational methods aimed at promoting knowledge transfer: The perspectives of “authentic contextualized learning and teaching”]. Res Academica, 18(1-2), 21–47.
- Blanchet-Cohen, N., & Brunson, L. (2014). Creating settings for youth empowerment and leadership: An ecological perspective. Child and Youth Services, 35(3), 216–236. doi:10.1080/0145935X.2014.938735
- Carlson, C. D., & Peterson, R. J. (1993). Social problems and policy: A capstone course. Teaching Sociology, 21(3), 239–241.
- Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Lawrence Erlbaum.
- Flippo, T. (2016). Social and emotional learning in action: Experiential activities to positively impact school climate. Rowman & Littlefield.
- Frenay, M., & Bédard, D. (2004). Des dispositifs de formation universitaire s’inscrivant dans la perspective d’un apprentissage et d’un enseignement contextualisés pour favoriser la construction des connaissances et leur transfert [University training systems based on contextualised learning and teaching to promote the construction and transfer of knowledge]. In A. Presseau & M. Frenay (Eds.), Le transfert des apprentissages: Comprendre pour mieux intervenir [The transfer of learning: Understanding in order to intervene more wisely] (pp. 239–267). Les Presses de l’Université Laval.
- Gendreau, G. (1978). L’intervention psychoéducative: Solution ou défi [Psychoeducational intervention: Solution or challenge]? Fleurus.
- Gendreau, G. (2001). Jeunes en difficulté et intervention psychoéducative [Young people in difficulty and psychoeducational intervention]. Béliveau Éditeur.
- Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education: Theory, practice and rubber sling shots. Higher Education, 51, 287–314. doi:10.1007/s10734-004-6386-5
- Hovington, S., Bédard, D., & Dufour, S. (2020). Favoriser le développement du savoir-être des stagiaires en psychoéducation : La conception d’une innovation pédagogique [Enhancing the development of interns' interpersonal skills: The design of a pedagogical innovation in a psychoeducation program]. Revue de psychoéducation, 49(1), 99–119.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Leduc, D. (2014). La pédagogie par projet [Project-based learning]. In L. Ménard & L. St-Pierre (Eds.), Se former à la pédagogie de l’enseignement supérieur [Developing pedagogical skills for higher education] (pp. 131–155). Chenelière Éducation.
- Lofland, J., Snow, D., Anderson, L., & Lofland, L. H. (2006). Analyzing social settings: A guide to qualitative observation and analysis (4th ed.). Cengage Learning.
- McLellan, H. (1996). Situated learning perspectives. Educational Technology Publications.
- Ménard, L., & St-Pierre, L. (2014). Paradigmes et théories qui guident l’action [Paradigms and theories that guide action]. In L. Ménard & L. St-Pierre (Eds.), Se former à la pédagogie de l’enseignement supérieur [Developing pedagogical skills for higher education] (pp. 19–34). Chenelière Éducation.
- Moreau, J., & Villeneuve, L. (2006). Analyse des rôles du tuteur de stage auprès des stagiaires en psychoéducation de trois universités québécoises [An analysis of the roles of the internship tutor with psychoeducation interns from three Quebec universities]. In M. Frenay, B. Raucent, & P. Wouters (Ed.), Questions de pédagogies dans l’enseignement supérieur. Les pédagogies actives: Enjeux et conditions [Questions of pedagogy in higher education. Current pedagogies: Challenges and conditions] (pp. 777–788). Presses universitaires de Louvain.
- Myers Kiser, P. (2012). The human services internship: Getting the most from your experience. Brooks/Cole.
- Paillé, P., & Mucchielli, A. (2016). L’analyse qualitative en sciences humaines et sociales [Qualitative analysis in human and social sciences]. Armand Colin.
- Proulx, J. (2004). Apprentissage par projet [Project-based learning]. Presses de l’Université du Québec.
- Ranahan, P., Blanchet-Cohen, N., & Mann-Feder, V. (2015). Moving towards an integrated approach to youth work education. International Journal of Child, Youth and Family Studies 6(4), 516–538. doi:10.18357/ijcyfs.64201514286
- Ranahan, P., Fogarty, C., Henderson, J., Kornberber, K., Palm, D., Phillips, H., & Scott, K. (2012). Braiding narratives of relating, being and growing: A metissage of students’ experiences in pre-service child and youth care education. Relational Child & Youth Care Practice, 25(4), 13–24.
- Renou, M. (2014). L’identité professionnelle des psychoéducateurs: Une analyse, une conception, une histoire [The professional identity of psychoeducators: An analysis, a conception, a history]. Béliveau.
- Schön, D. A. (1983). The reflective practitioner. How professionals think in action. Basic Books.
- Simonds, J., Behrens, E., & Holzbauer, J. (2017). Competency-based education in a traditional higher education setting: A case study of an introduction to psychology course. International Journal of Teaching and Learning in Higher Education, 29(2), 412–428.
- Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s teaching tips (14th ed.). Wadsworth.
- Sweitzer, H. F., & King, M. A. (2009). The successful internship: Personal, professional and civic development in experiential learning. Cengage Learning.
- Vanpee, D., Frenay, M., Godin, V., & Bédard, D. (2010). Ce que la perspective de l’apprentissage et de l’enseignement contextualisés authentiques peut apporter pour optimaliser la qualité pédagogique des stages d’externat [How can the authentic situated learning and teaching theoretical framework optimize the pedagogical quality of internships]? Pédagogie Médicale, 10(4), 253–266. doi:10.1051/pmed/20090330
- Viau, R. (2009). L’impact d’une innovation pédagogique: Au-delà des connaissances et des compétences [The impact of pedagogical innovation: Beyond knowledge and skills]. In D. Bédard & J.-P. Béchard (Eds.), Innover dans l’enseignement supérieur [Innovating in higher education] (pp.183–198). Presses Universitaires de France.
- Vierset, V., Frenay, M., & Bédard, D. (2015). Quels critères utiliser pour questionner la qualité pédagogique des stages cliniques [What criteria should be used to evaluate the educational quality of internships]? Revue Internationale de Pédagogie en Enseignement Supérieur, 31(2), 1–19.
- Villeneuve, L., & Moreau, J. (2010). Former des superviseurs et des maîtres de stage [Training of supervisors and internship teachers]. In B. Raucent (Ed.), Accompagner des étudiants: Quels rôles pour l’enseignant? Quels dispositifs? Quelles mises en oeuvre [Accompanying students: What roles for the teacher? Which methods ? What implementations]? (pp. 443–470). De Boeck Supérieur.
- Wurdinger, S. D. (2016). The power of project-based learning: Helping students develop important life skills. Rowman & Littlefield.