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Un regard rétrospectif sur le développement professionnel des enseignants dans le modèle de l’École éloignée en réseau
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hamel, Christine Laferrière, Thérèse Turcotte, Sandrine Allaire, Stéphane |
| Copyright Year | 2013 |
| Abstract | Le developpement professionnel (DP) des enseignants est un des facteurs importants pour la reussite scolaire des eleves. Plusieurs dispositifs de DP existent afin de soutenir les enseignants, mais peu d’entre eux donnent des resultats reconnus dans leur pratique en classe de meme que chez les eleves. Au Quebec, l’initiative de l’Ecole eloignee en reseau, qui vise a enrichir l’environnement d’apprentissage des petites ecoles rurales a l’aide des technologies collaboratives, a permis d’offrir plusieurs occasions de DP aux enseignants participants avec le support de TIC, entre autres, la visioconference et un forum electronique. Le present article porte, a l’aide du cadre theorique de Guskey (Guskey, 2003), un regard retrospectif sur le DP des enseignants qui mettent en œuvre cette innovation afin de nommer leurs reactions au dispositif, les apprentissages et l’utilisation qu’ils en ont faits, le soutien organisationnel necessaire, et finalement les resultats observes chez les eleves. Teacher professional development (PD) is an important factor of student academic success. Several PD devices exist to support teachers, but few of them provide visible results in their classroom practice as well as on student learning. In Quebec, the initiative of the Remote Networked Schools, which aims to enrich the learning environments of small rural schools by using collaborative technologies, has provided several PD opportunities for participating teachers, with the support of information and communication technologies (ICT) such as video conferencing and an electronic forum. This article, using the theoretical framework of Guskey (Guskey, 2003), provides a retrospective on the professional development of the teachers implementing this innovation, in order to identify their reactions to the device, their understanding of the device and its different uses, the organizational support required, and ultimately, students outcomes. |
| Starting Page | 105 |
| Ending Page | 130 |
| Page Count | 26 |
| File Format | PDF HTM / HTML |
| DOI | 10.3406/stice.2013.1061 |
| Volume Number | 20 |
| Alternate Webpage(s) | http://sticef.univ-lemans.fr/num/vol2013/20-hamel-cren/sticef_2013_NS_hamel_20p.pdf |
| Alternate Webpage(s) | https://constellation.uqac.ca/3327/1/Hamel_etal_sticef_2013.pdf |
| Alternate Webpage(s) | https://doi.org/10.3406/stice.2013.1061 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
