Since 1973, PERFORMA has developed its continuing education activities using a flexible andragogical model drawn from the Conseil supérieur de l'Éducation's well-known report, L'activité éducative (1970). According to this approach, participants determine training needs and pedagogical activities are designed in response to them rather than on the basis of pre-established content. Learning involves either classroom experimentation or another type of short-term knowledge transfer. Over time, this approach has become known as the “PERFORMA pedagogical model”.
For the past 40 years, the PERFORMA model has served as the foundation for responding to pedagogical and PCK professional development needs. Course content and format vary with participant and institutional needs as well as the nature of the programs. At the bachelors level, the learning pathway is based entirely on the individual’s professional practice. At the masters level, it rests on both the needs expressed by individuals and institutions and the necessity to further explore common and well-articulated conceptual frameworks ensuring network coherence. All activities revolve around a process that allows participants to develop the professional competencies of a reflective practitioner.
An experiential approach to learning, one requiring active participation, is used in designing PERFORMA programs. Activities include courses, seminars, workshops, laboratories and tutoring through which participants develop pedagogical approaches and teaching tools that they can then apply to their professional practice.
PERFORMA activities are adapted to teacher needs and schedules. Training is offered in the colleges or online.
PERFORMA maintains a presence in every member-college through its local representative. Its activities are designed and offered in cooperation with each college from a continuing education and professional development perspective and in a spirit of a respect for each institution’s values.