Made available in DSpace on 2016-04-27T14:32:04Z (GMT). No. of bitstreams: 1 Elda Damasio de Oliveira.pdf: 1451939 bytes, checksum: 0ac476f68d2f4c522ffcc16bb7bd5f8a (MD5) Previous issue date: 2007-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is focused on evaluation methodologies as one of the factors for schooling repetition and drop out, the teacher training for evaluating the students apprenticeship was investigated. The perspective of the work was understanding the students qualifications on a Pedagogy course. The work had as references the aspects related to evaluation theoretical qualifications, the teachers practices and the procedures that the future teacher aims to develop. It was selected for the research authors whose studies are related to apprenticeship evaluation and teacher training as: NÓVOA (1991), CANDAU (1996), DEMO (1999), PERRENOUD (1999), RODRIGUES (1999), SACRISTÁN (2000), BONNIOL (2001), CAPPELLETTI (2001), HADJI (2001), LIBÂNEO (2001), SAUL (2001), VIAL (2001), IMBERNÓN (2002), FRANCO (2004), WORTHEN (2004), and others. The research of how evaluation training is taken, in ten schools, was made through semi-structured interviews. The target group of this research was teachers specialized in evaluation-related subjects, and their students, who were on the last course year of Pedagogy. It was encountered that teachers evaluation qualifications were precarious due to the division of teaching and evaluation in different subjects, the dichotomy of theoretical and practical training and the lack of thinking over current themes directly related to evaluation, like prolonged progression. Some teachers have innovated through changing strategies and procedures. Nevertheless, innovating isn t enough. It is necessary to innovate the basic elements and the attitudes of how assessment is understood. The thesis was based in information empirically obtained, and it resulted in considerations focused on rethinking the teacher training on apprenticeship evaluation / Tendo como foco a avaliação da aprendizagem como um dos fatores da repetência e da evasão escolar essa pesquisa investigou questões relacionadas à formação inicial do docente em avaliação educacional. Apresentou como perspectiva a compreensão da formação dada aos alunos nos cursos de Pedagogia tendo como referência aspectos relacionados ao desenvolvimento da formação teórica em avaliação, às práticas desenvolvidas pelo professor e procedimentos que o futuro docente pretende desenvolver. A exploração da perspectiva teórica fez-se através da seleção de autores cujos estudos vinculam-se à avaliação da aprendizagem ou a formação docente como: NÓVOA (1991), CANDAU (1996), DEMO (1999), PERRENOUD (1999), RODRIGUES (1999), SACRISTÁN (2000), BONNIOL (2001), CAPPELLETTI (2001), HADJI (2001), LIBÂNEO (2001), SAUL (2001), VIAL (2001), IMBERNÓN (2002), FRANCO (2004), WORTHEN (2004), entre outros. A investigação de como se processava a formação em avaliação, nas dez instituições de ensino participantes desta pesquisa, teve como base a pesquisa qualitativa e deu-se por meio da entrevista semi-estruturada. Os sujeitos dessa investigação foram professores que ministravam disciplinas relacionadas à avaliação, e alunos, desses professores, que freqüentavam o último ano do curso de Pedagogia. Constatou-se que a formação docente em avaliação é precária em decorrência da segmentação entre ensino e avaliação como objetos distintos, da dicotomia teoria e prática, da ausência de reflexões sobre temas atuais que possuem implicações diretas com a avaliação, como a progressão continuada. Alguns docentes investiram em inovações na prática avaliativa através de mudanças nas estratégias e procedimentos. Porém, não basta inovar com procedimentos apenas. É preciso inovar nos fundamentos, nas atitudes, na forma como se compreende a avaliação. A partir das informações obtidas do empírico, contrapostas a teoria teceu-se algumas considerações voltadas ao repensar da formação docente em avaliação da aprendizagem

L’objectif de cette thèse est d’analyser l’influence du sens de l’expérience scolaire et du rapport à l’apprendre sur le sens que les collégiens qui entrent en DIMA accordent à leur orientation. Le sens de l’orientation est étudié à partir du modèle de la socialisation active de Malrieu (2003). La population est composée de 416 collégiens de la région Midi-Pyrénées dont 217 ont été orientés en DIMA et 199 sont scolarisés en classe de 3ème Préparatoire aux Formations Professionnelles (3ème PFP). Tous ont répondu à un questionnaire informatisé dans le cadre d’une passation collective en classe. Une première analyse descriptive, comparative entre les deux groupes d’élèves permet d’étudier les spécificités de la trajectoire et des caractéristiques psychosociales de la population des élèves de DIMA. Une seconde analyse multi variée réalisée uniquement sur les réponses au questionnaire des élèves de DIMA, révèle trois profils d’élèves développant des formes de rapport à l’orientation hétérogènes. Six collégiens représentatifs ont été sélectionnés pour une étude approfondie, par entretiens semi-directifs de recherche. Les résultats montrent que les élèves scolarisés en DIMA, majoritairement issus des milieux populaires, présentent une trajectoire scolaire spécifique marquée par des difficultés précoces dans les apprentissages. Ce sont des collégiens qui ont développé un rapport à l’école souvent à l’opposé des demandes et attentes institutionnelles. Les collégiens ont construit une représentation positive du DIMA et cette orientation suscite une forte adhésion. Si l’engagement vers le préapprentissage s’articule autour du souhait de rupture avec un passé scolaire aliénant, il s’inscrit également dans le désir d’apprendre autrement. Nos résultats montrent l’influence fondamentale de la socialisation familiale et scolaire dans les remaniements du rapport au savoir qui contribuent à donner du sens à cette orientation. Cette dernière apparaît comme une fonction subjective permettant à l’adolescent de palier les antagonismes et les différents conflits construits au cœur des espaces de socialisation. Le DIMA permet à une grande majorité de jeunes de renouer avec une image de soi ouvrant l’espace des possibles et contribuant au « projet de soi ». L’orientation vers le DIMA représente un point d’ancrage entre espace social et sujet étayant le processus de personnalisation de l’adolescent. / The objective of this thesis is to analyse the influence of the meaning attributed to school experience and to the relation to learning on the meaning that the secondary school students who enter a work-based learning program (DIMA) place on their orientation. Orientation meaning is studied after the active socialization model of Philippe Malrieu (2003). The population consists of 416 middle school students from the Region Midi-Pyrénées which 217 were referred to DIMA and 199 were schooled in a Preparatory to Professional Training 9th Grade (G9 PFP). All answered a computerized questionnaire during a collective assessment within classroom. A first descriptive analysis, comparing both groups of students, allowed us to study the trajectory and psychosocial characterizations specificities of the DIMA students. A second multivariate analysis based on the DIMA students’ responses only, revealed three types of students with heterogeneous relations to orientation. Six representative students were selected for further study, based on semi-directive interviews. The results show that DIMA students, who mostly come from the working classes, have a specific academic trajectory marked by early difficulties in learning. They are middle-school students that have developed a relation to school in opposition with institutional demands and expectations. They have built a positive representation of DIMA and this orientation generates strong adhesion and a high satisfaction rate. If the commitment to pre-apprenticeship revolves around the wish to break with school alienating past, it is also in the desire to learn differently. Our results show the fundamental influence of family socialization and school acculturation processes in the modulations of relation to knowledge that help make sense of this orientation. This orientation appears as a subjective function allowing the adolescent to overcome the antagonisms and the various conflicts built at the heart of social spaces. DIMA enables a large majority of teenagers to reconnect with a coherent self-image, broadening the space of possibilities and contributing to a “self-project”. The orientation to DIMA represents an anchor between social space and the subject, supporting the personalization process of the adolescent.

Este estudo situa-se no âmbito das propostas sintonizadas com novos paradigmas de formação inicial de professores, onde a profissionalização docente é vista como um processo dinâmico e interativo que se apóia em saberes específicos. O contexto investigado foi a disciplina Estágio I do Curso de Ciências Biológicas de uma Universidade Federal, cuja estrutura baseou-se na perspectiva Ecológica de Formação, na qual o ambiente de supervisão leva em conta que a aprendizagem da docência implica redes de saberes, reconhecendo a importância dos contextos profissionalizantes significativos para o licenciando (a instituição de formação, a sala de aula e a escola). Partindo desses pressupostos, o foco dessa investigação visou compreender de que maneira os processos instaurados em um Ambiente de Supervisão, planejado em uma perspectiva Ecológica de formação, são capazes de confrontar as crenças dos futuros professores sobre a prática docente e contribuir para a elaboração de conhecimentos e saberes profissionais dos licenciandos. Utilizamos nesse estudo a estratégia metodológica do estudo de caso, analisando três sujeitos. Dividimos essa investigação em fases (pré-ativa, ativa e pós-ativa) visando facilitar o acesso ao pensamento do licenciando ao longo da disciplina. Durante este período, acompanhamos seus movimentos por meio de suas reflexões escritas sob forma de diário virtual, das reuniões entre supervisor e licenciando e entrevistas e apresentações gravadas em áudio e vídeo e, áudio, além de instrumentos específicos para crenças educacionais (DASTT) e para o aferimento de crenças de eficácia (STEBI). A análise dos dados foi realizada sob a perspectiva do interacionismo interpretativo, o que implica assumir a relação entre pesquisador, sujeitos e objeto de pesquisa como intrinsecamente subjetiva, onde a compreensão de um dado fenômeno só é possível a partir de processo mútuo e socialmente compartilhado, dos quais emergem os significados e os sentidos. Nossos resultados mostram que houve aprendizagem da docência na interação e adaptação dos indivíduos ao seu ambiente de atuação, no qual articularam, por meio do raciocínio pedagógico, suas crenças anteriores sobre seus professores, suas vivências como alunos, os dilemas experienciados em situações inesperadas na prática, acabando por definir sua posição didática durante a transposição do tópico de ensino em sala de aula. Evidenciaram assim, elementos relativos ao Conhecimento pedagógico do conteúdo, e conseqüentemente, os saberes docentes inerentes aos aspectos didáticos gerais e pessoais, disciplinares e sobre o contexto. Esse estudo demonstra que o diálogo entre teoria e prática dentro de um ambiente de supervisão ecológico viabiliza a concretização de processos reflexivos sistemáticos nas ações empreendidas pelos licenciandos, de forma que suas crenças educacionais possam ser acessadas, suas crenças de eficácia se fortaleçam, e sua articulação em um raciocínio pedagógico possa construir saberes docentes. Outra contribuição é auxiliar na definição de um nicho de pesquisa específico sobre as crenças educacionais dos futuros professores de Ciências e Biologia, de forma que outros estudos na mesma direção possam compor uma fundamentação sólida, que implique em programas de formação cuja visão holística tenha impacto no desenvolvimento inicial dos futuros professores, repercutindo na melhoria do ensino e da aprendizagem. / This study locates in the extent of the proposals attuned to new paradigms of teachers initial formation, where professionalization is seen as a dynamic and interactive process. The context of this study was the subject Estágio (Traineeship) I of the Course of Biological Sciences in a University, whose structure was based on an Ecological Training perspective, where the supervision environment takes into account that the learning to teach involves networks of knowledge and knowing, recognizing the importance of professional meaningful contexts for trainee (teacher formation institutions, the classroom and Traineeship schools). Assuming these assumptions, the focus of this research aimed to understand how the proceedings planned in a Supervision environment from the ecological training perspective are able to confront the preservice teachers beliefs on teaching practice, and contribute to elaboration of the future science teachers professional knowledge and knowing. Aiming to answer the proposed question, we used in this research the case study as a methodological strategy for examining three subjects. This investigation was structured in blocks, (Teaching Training, Workshop on Environmental Education (EE) Training, and Research Training), whose the structural core was the systematic reflection. It was divided into phases (pre-active, active and post-active), to facilitate access to the trainees thoughts along the course. During this period, we followed the trainees movements, through their reflections written in the virtual diary form, meetings between supervisor and trainee, presentations and interviews recorded in audio, video and audio only, as well as specific tools to educational beliefs (DASTT), and for efficacy measures benchmarking (STEBI). The data analysis was performed from the perspective of interpretive interactionism, thereby assuming the relationship between researcher, subject and object as inherently subjective, in which the understanding of a particular phenomenon is only possible through mutual process socially shared of which emerge from the meanings and senses. Our results show that has been teaching learning in the individuals interaction and adaptation to their environment of acting, in which articulated through the pedagogical reasoning, their prior beliefs about their teachers, their experiences as a student, the dilemmas experienced in unexpected in practical situations, and ultimately define their teaching position at the didactic transposition in the classroom. Thus, they revealed issues related to pedagogical content knowledge (PCK), and, consequently, the teacher\'s knowledge inherent to personal and general instructional aspects, disciplinary action and the context. This study shows that the dialogue between theory and practice within an ecological supervision environment, enables the implementation of systematic reflexive processes in actions taken by trainees, in such a way that their educational beliefs can be accessed, their efficacy beliefs can be improved, and, their articulation in a consistent pedagogical reasoning can build their knowledge and teachers experiences. Another contribution is to assist in defining a specific research niche on the preservice science teachers educational beliefs, so that other researches in the same direction can compose a solid foundation, involving training programs, whose impact on a holistic view will enable the professional development of trainees, resulting in improvements in teaching and learning.

<p>&nbsp / </p> <p>&nbsp / </p> <p>&nbsp / </p> <p align="left">Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo / multi-pronged&rsquo / skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo / s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998 / Young, 2004 / Brown &amp / Keep, 2000 / Boreham, 2002), as reductive and mechanistic (Bates &amp / Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo / s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. <font face="Times New Roman" size="3"><font face="Times New Roman" size="3">The research shows that South Africa&rsquo / s multi-level National Qualifications </font></font><font face="Times New Roman" size="3"><font face="Times New Roman" size="3">Framework provides for academic as well as vocational training and promotes a &lsquo / multi-pronged&rsquo / skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.</font></font></p>

The issue of this dissertation is the relationship between Vocational Education and Training (VET) in general and VET for building and construction in particular, as well as implications of the fact that Swedish VET is carried out both in school and in working life. Vocational construction education includes a three year Construction Programme at upper secondary school followed by two to three years of on-the-job training in the construction industry. In this case study of an upper secondary Construction Programme, the school based daily instruction as well as work based training, is explored and documented. These constitute a base for descriptions and analysis of education as a whole from the perspective of Cultural Historical Activity Theory (CHAT). The aim of the analysis is to identify the main motives for vocational construction education. The case study results are further based on descriptions and CHAT-analyses of the historical development of construction work as well as of Swedish VET in general and of vocational construction area in particular. The case study illustrates that two activities form vocational construction education; the dominating activity being construction production, and school-activity. The terms of construction industry seem to greatly determine the realisation of the school based construction production activity.  E.g. teamwork is emphasised in both activities. The school activity is marked by the implementation of infusion of core subjects by vocational subjects, aimed at preparing the students for continued professional development in the trade. The conclusion drawn here is that the new Swedish apprenticeship seems to contribute to a narrow professional knowledge base, whereas the use of infused core subjects seems to contribute to a broader professional knowledge base.

The emergence of online learning environments and advances in web-based technologies enable teachers to interact and exchange ideas and experiences in online communities. However, these rapid technological advances also cause such online communities to disband quickly, before they have the opportunity to evolve into a community of practice, in which a group of teachers build a shared history, a shared repertoire of resources and activities, and mutually engage in collaborative professional development, over time. Moreover, rapid advances in technology necessitate on-going collaboration among teachers so that they develop meaningful technology integration practice. While such collaborations have taken place in face-to-face settings, how this might be achieved through participation in an online teacher community of practice has been under-researched. Therefore, the present study examines one long-standing, globally-distributed, online community of practice created by English language teachers, called "Webheads in Action", whose shared domain of interest centers on exploring the pedagogical uses of web-based technologies in English language teaching. The study employs netnography, or online ethnography, in which the researcher collects data through participant observation, interviews, and archiving, all of which is conducted completely online. The aim of this study was to understand the broader culture of learning, collaboration, and mentoring in this online language teacher community by exploring and analyzing its shared repertoire of resources, and activities; ways members engage in the collective development of this technology integration practice; and the role of participation in such an online community of practice on developing language teachers' technological pedagogical content knowledge when designing instruction. The data for this study comes from various sources of data collected through online participant observation in this community's activities over a year, reflective observational fieldnotes, online interviews, and archived data. Throughout my online fieldwork, I participated in this online community's activities both synchronously and asynchronously. At the same time, I took reflective observational fieldnotes of my participation and observations during these activities, as well as community's spaces and email communications. As for archival data, I archived the email communication that occurred during my time in the field, as well as screenshots of the community spaces and platforms. I conducted in-depth interviews with four key people in this community in order to better understand the organization and background of this community and its activities, and interviewed five individual members in order to learn about their stories with and as Webheads. Through qualitative data analysis procedures, namely coding, categorizing and finding themes, the study provides a rich and thick description as well as an analysis of this community and its culture in the light of my experiences and observations, as well as the experiences of others. The study reveals insights as to the culture of teacher learning in an online community of practice and the mediation of technological pedagogical content knowledge in online communities of practice. Limitations of the study and suggestions for future research are also presented, as well as an in-depth discussion of how ethnographic fieldwork practices are adapted in netnography with online communities of practice.

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

<p>&nbsp / </p> <p>&nbsp / </p> <p>&nbsp / </p> <p align="left">Skills development is essential for every country to keep abreast with, at least one aspect of globalisation, namely, changes regarding production in the modern world. The way in which each country implements its skills development programme will depend on the unique history and circumstances of that country. Germany and Japan are amongst those countries that opted for a high skills strategy, whilst the United Kingdom opted for a low skills strategy. Kraak (2005) argues that South Africa would benefit by implementing a &lsquo / multi-pronged&rsquo / skills strategy because many of its citizens are unskilled or have very low skills. This approach would cater for lowskills, intermediate-skills and continue to develop high skills. South Africa&rsquo / s inputs-based education and training system has been replaced by a controversial outcomes-based approach. Many authors view an outcomes-based programme as lacking theory or content (Kraak, 1998 / Young, 2004 / Brown &amp / Keep, 2000 / Boreham, 2002), as reductive and mechanistic (Bates &amp / Dutson, 1995, in Boreham, 2002) and mainly work-based and assessment-driven (Boreham, 2002). These criticisms question the quality of outcomes-based programmes. New laws promulgated by the South African government have introduced learnerships that form part of this new Skills Development strategy. This study reviewed the general policy on skills development and explored the experiences of learners who completed a Wholesale and Retail Learnership in the context of the structured college-based learning, the practical work-based learning as well as the integration of theory and practice, in South Africa. A qualitative approach was selected to enhance the researcher&rsquo / s understanding of the personal perspectives and experiences of learners who completed the learnership. The case study approach was used with a focus on analysing the subjective opinions of this group of learners. The research methods employed to clarify the understanding of how these learners experienced the learnership were semi-structured interviews, observations and analysis of documents. <font face="Times New Roman" size="3"><font face="Times New Roman" size="3">The research shows that South Africa&rsquo / s multi-level National Qualifications </font></font><font face="Times New Roman" size="3"><font face="Times New Roman" size="3">Framework provides for academic as well as vocational training and promotes a &lsquo / multi-pronged&rsquo / skills strategy. The findings suggest that the learners on this learnership experienced the theoretical learning in the college and the practical learning on the job as an integrated whole. The study concludes that the structured college-based learning enabled the learners on this learnership to implement what they learnt at college in the workplace.</font></font></p>

Au Québec, le programme d’externat en soins infirmiers, permet aux étudiantes infirmières de travailler, à titre d’externes, durant l’été suivant leur 2e année d’étude. Les études portant sur les apprentissages que des étudiantes infirmières font à l’intérieur d’un programme d’externat ne reposent pas sur un cadre théorique définissant la vision de l’apprentissage des auteurs. De plus, aucune n’a fait de lien avec les compétences professionnelles. Cette étude avait pour but de décrire, selon la perception d’étudiantes universitaires québécoises, l’effet de leur participation à un programme d’externat en soins infirmiers sur le développement de leurs compétences professionnelles et s’est appuyée sur l’approche par compétences de seconde génération développée à la Faculté des sciences infirmières de l’Université de Montréal (Goudreau, Pepin, Dubois, Boyer, Larue et Legault, 2009). Les résultats obtenus reposent sur un devis descriptif qualitatif réalisé auprès de huit étudiantes infirmières universitaires. L’analyse a été réalisée selon la méthode de Miles et Huberman (2003) à partir de la transcription intégrale des entrevues. L’étude a permis d’identifier les principales compétences développées dans le cadre du programme d’externat, soit «Exercer un jugement clinique infirmier», «Collaborer dans des équipes professionnelles» et «Agir avec humanisme en accompagnant les personnes/familles/communautés dans leurs expériences de santé». Elle a également mis en évidence l’importance du développement de la confiance en soi dans l’expérience de travail des participantes. Des recommandations pour la gestion, la formation et la recherche découlent de cette étude. / In Quebec, the nursing externship program allows the nursing student to work as an extern the following summer after their second school year. The studies that focused on apprenticeship during the externship program were all realized in United States and they are not supported by any theoretical framework that explains the learning vision of the authors. In addition, these studies did not link their results with professional competencies development. The goal of this study was to describe the effect of the externship, as seen by Quebec university students, on the professional competencies development. This study was base on the second-generation competency approach. The approach was developed by the Nursing Faculty in Montreal University (Goudreau, Pepin, Dubois, Boyer, Larue et Legault, 2009). The results that were obtained rest on a descriptive qualitative study realized among a sampling of eight university nursing students. The analysis has been realized based on the integral transcripts of interviews as per the Miles & Huberman (2003) method. This study has permitted to identify the principal competencies developed during the externship program, as «Development of a nursing clinical judgment», «Collaborated within professional teams» and «Caring for patients and their families». The development of self confidence strongly shows the global perception of the nursing extern. Recommendations for management, formation and research arose from this study.