Hélène Meunier
Université du Québec à Montréal

The Teaching Assistant Graduate Student Advancement (TAGSA) Executive Committee is very pleased to announce the 2015 recipient of the TAGSA Award for Best Conference Session Led by a Graduate Student, Hélène Meunier, a PhD student from Education at the Université du Québec à Montréal. At the recent STLHE conference in Vancouver, Hélène was the lead presenter for the session titled, “Le portfolio: un outil d’évaluation pour la formation des maîtres/ The portfolio: an assessment tool for teacher training” (abstract below). The reviewers of Hélène’s session found the session to be very informative with excellent slides demonstrating clarity, and original research[...]

The Teaching Assistant Graduate Student Advancement (TAGSA) Executive Committee is very pleased to announce the 2015 recipient of the TAGSA Award for Best Conference Session Led by a Graduate Student, Hélène Meunier, a PhD student from Education at the Université du Québec à Montréal. At the recent STLHE conference in Vancouver, Hélène was the lead presenter for the session titled, “Le portfolio: un outil d’évaluation pour la formation des maîtres/ The portfolio: an assessment tool for teacher training” (abstract below). The reviewers of Hélène’s session found the session to be very informative with excellent slides demonstrating clarity, and original research contributions to the field.

The award recipient was announced at the closing of the STLHE conference. The award which is sponsored by the STLHE and the conference organizers at the University of British Columbia and Simon Fraser University, includes a certificate, reimbursement of all conference registration fees, acknowledgement on the STLHE website and in the STLHE newsletter, a one-year complimentary membership to TAGSA, and a one year complimentary membership to STLHE to recognize the contribution Hélène has made to teaching and learning in post-secondary education. Congratulations Hélène!

Thank you to STLHE and this year’s conference organizers, University of British Columbia and Simon Fraser University, for their generous support of TAGSA and this award!

Presentation Abstract:

For many years, the majority of universities offering teaching programs have asked students to maintain, along with their studies, a professional portfolio.

The latter is defined as a tool where reflection, self-evaluation, and creativity allow for relationships between learning objectives and achieved learnings to be illustrated and discussed.

Consequently, the professional portfolio, by its nature, becomes evaluative, and takes into account both the product and the professional development process.

This doctoral research project will study the pertinence of using the portfolio as a tool to assess learning in teacher’s training through questionnaires, interviews, and document analysis from the university trainers who assess the portfolios and the students who helped. Hence, this session aims to explain the objectives of this qualitative research and present its conceptual framework. Finally, potential methodologies will be shared with regards to the progress of the work.

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