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Symposium 203 AIPU 2014

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Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa.
Florian Meyer (Université de Sherbrooke, PeDTICE)

Les technologies numériques sont présentes dans toutes les dimensions de nos pratiques de formation à l’enseignement. Souvent imposées rapidement et sans fondement, elles ne sont pas nécessairement intégrées de manière appropriée dans les pratiques de formation universitaires (Albero, 2011) et en particulier dans le domaine de la formation à l’enseignement. En tant que formateurs, nous nous posons donc des questions quant aux usages qui en sont ou pourrait en être faits dans le cadre de nos cours, et ce, afin d’améliorer constamment la qualité de nos formations et d’assurer un développement professionnel porteur pour les futurs enseignants à qui nous nous adressons. Par ailleurs, en tant que chercheur en sciences de l’éducation, nous nous interrogeons sur la dimension scientifique de ces questionnements pratiques et sur l’identification de modèles et d’usages technopédagogiques innovants (Bédard et Béchard, 2009). Ces deux facettes caractérisant les enseignants chercheurs que nous sommes sont interdépendantes et s’influencent mutuellement.
C’est justement pour avancer sur ces questions de mise en relation constante de ces deux facettes, que le regroupement scientifique PeDTICE propose un symposium long centré sur les usages du numérique en formation à l'enseignement. Les questionnements soulevés par les enseignants chercheurs porteront un regard attentif aux différentes connaissances des formateurs d’enseignants. Nous faisons ici référence notamment au Technological Pedagogical and Content Knowledge model (TPaCK) (Mishra et Koehler, 2006) qui met en exergue la nécessaire mobilisation de différents types de connaissances auxquelles un enseignant/formateur doit faire appel.
Ce symposium sera également une occasion de faire ressortir des méthodologies de recherche pouvant s'inscrire dans une démarche de recherche de type SoTL (ScholarShip of Teaching and Learning) (Kreber, 2002) ou Self-Study (Loughran et Northfield, 1998) appliquée au domaine de la formation à l'enseignement. De ce fait, il s'inscrira dans l'axe du colloque intitulé : "Quelles recherches sur/pour les enseignements ?"
Bibliographie
Albero, B. (2011). Le couplage entre pédagogie et technologies à l’université : cultures d’action et paradigmes de recherche. International Journal of Technologies in Higher Education, 8(1-2), 11-21.
Bédard, D. et Béchard, J.-P. (2009). L’innovation pédagogique dans le supérieur : un vaste chantier. In D. Bédard et J.-P. Béchard (dir.), Innover dans l’enseignement supérieur (p. 29-43). Paris : Presses Universitaires de France.
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.
Loughran, J. et Northfield, J. (1998). A framework for the development of self-study

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Symposium 203 AIPU 2014

  1. 1. Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa Symposium long 203, AIPU 2014
  2. 2. Thème et fil rouge • Axe : « Quelles recherches sur/pour les enseignements ? » • Les usages du numérique dans les pratiques de formation à l’enseignement • Articulation entre les connaissances et compétences de formateur (TPaCK) et les connaissances et compétences de chercheur (SoTL)
  3. 3. Déroulement par session • 3 présentations – 20 minutes par présentation – 5 minutes de question d’éclaircissement • 15 minutes de discussion et de partage – Enjeux scientifiques et méthodologiques – Pistes et avenues de recherche – Enjeux pédagogiques
  4. 4. Session 8 • Développement professionnel des enseignants : perspectives à l'ère numérique (Lebrun, Lison et Batier) • Stages : le sentiment de présence en supervision à distance (Petit) • Le projet DevSup : Articuler conception et analyse des effets d’un dispositif de formation (Loisy et Sanchez) Session 9 • Un projet de pédagogie inversée en formation initiale à l'évaluation de compétences (Nizet et Meyer) • Approche exploratoire de la prise en compte des environnements personnels d’apprentissage d’étudiants en formation initiale à l’enseignement (Roland) • Utilisation d’un carnet de développement pédagogique pour la formation d’enseignants du supérieur (Lison, Belisle et Les communications
  5. 5. Bon symposium ! À tous les présentateurs, présentatrices, participants et participantes,
  6. 6. Merci beaucoup ! À tous les présentateurs, présentatrices, participants et participantes,
  7. 7. Pour nous contacter • PeDTICE : http://pedtice.org • Université de Sherbrooke : http://usherbrooke.ca • Florian.meyer@usherbrooke.ca

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