Les croyances de futurs enseignants sur le redoublement au regard de leurs connaissances sur ses effets et de leurs conceptions psychopédagogiques

Analysing grade retention beliefs within teachers’ psycho-pedagogic beliefs system

“…The persistence of positive beliefs regarding the effectiveness of grade retention has intrigued many theorists and researchers (Crahay et al, 2013), given the common negative or non-significant effects found in many studies (Goos et al, 2021). In general, most investigations associated the persistence of these beliefs to the lack of teachers' knowledge regarding the effects of grade retention, acquired through formal documents of scientific origin or training (Barrett-Tatum et al, 2019;Boraita, 2015;Crahay et al, 2013;Ribeiro et al, 2018;Witmer et al, 2004). However, little is known about how grade retention beliefs develop or how they are related to other constructs or teachers' sociodemographic and professional characteristics.…”

“…Only recently the D eveloppement Apprentissage et Intervention en Situation Scolaire team (DAISS), from the University of Geneva (Boraita, 2015;Boraita & Marcoux, 2016;Crahay et al, 2013Crahay et al, , 2014Ribeiro et al, 2018), developed instruments to assess teachers' beliefs about grade retention with validated factor structures. Despite the different number of factors found in different countries (three factors in Belgium [Crahay et al, 2014], five in France and Switzerland [Boraita, 2015;Boraita & Marcoux, 2016] and three in Brazil [Ribeiro et al, 2018]), three components of teachers' beliefs about the effectiveness of grade retention have been consistently identified. One dimension includes items about the effectiveness of grade retention as an external regulator of students' motivation and behaviour by setting standards and enforcing negative consequences if educational goals are not reached.…”

“…On the contrary, the formative purpose is to provide information to teachers and students to improve the teaching-learning process (Brown & Remesal, 2017;Kippers et al, 2018). The DAISS team suggested that teachers who believe more in this purpose will believe less in the benefits of grade retention (Boraita, 2015;Crahay et al, 2013Crahay et al, , 2014. Still, they do not justify why they expect this relationship.…”

“…The DAISS team also suggest that teachers' grade retention beliefs could be grounded on their beliefs about the principles of justice and fairness in education (Crahay et al, 2013;, Ribeiro et al, 2018. The more teachers believe in the equality of treatment e that every student must have equal access to education and the same treatment (Ribeiro et al, 2018), the more they are convinced of the effectiveness of retention (Boraita, 2015). These teachers believe that retention decisions must be based solely on academic results (Boraita, 2015), so all students who do not reach the academic goals should be treated equally and be retained.…”

“…The more teachers believe in the equality of treatment e that every student must have equal access to education and the same treatment (Ribeiro et al, 2018), the more they are convinced of the effectiveness of retention (Boraita, 2015). These teachers believe that retention decisions must be based solely on academic results (Boraita, 2015), so all students who do not reach the academic goals should be treated equally and be retained. Conversely, teachers who believe in a differential treatment to correct inequalities at school and enhance students' competencies will believe less in the effectiveness of grade retention, a practice that may not consider the individual circumstances of each student (Ribeiro et al, 2018).…”