Perspectives institutionnelles sur le développement du corps professoral pour l'éducation numérique au Canada
DOI :
https://doi.org/10.21432/cjlt27944Mots-clés :
développement professionnel, apprentissage en ligne, Canada, développement du corps professoral, formation du corps professoralRésumé
Alors que l'éducation numérique au niveau post-secondaire continue de se développer, un solide développement professionnel qui prépare les professeurs à enseigner en ligne et dans des environnements hybrides est nécessaire. Dans cette étude, nous avons analysé les commentaires ouverts de l'enquête annuelle de l’Association Canadienne de Recherche sur la Formation en Ligne sur les établissements d'enseignement supérieur canadiens (2017-2019) afin d'approfondir notre compréhension de la formation des professeurs et du soutien à l'éducation numérique tel qu'il est formulé par les établissements d'enseignement supérieur. Nous avons constaté que les processus d'orientation ou d'intégration des professeurs à l'éducation numérique varient considérablement ; 1) l'orientation de l'éducation numérique ou les processus d'intégration des professeurs varient considérablement; 2) les établissements emploient un large éventail de pratiques de développement professionnel pour l'éducation numérique ; 3) les établissements signalent le changement de culture, de la sécurité au travail et des attentes floues comme étant des défis à relever pour fournir une formation et un soutien à l'éducation numérique ; et 4) les établissements articulent leurs aspirations et leurs espoirs autour des investissements dans le développement professionnel afin de renforcer les capacités en matière d'éducation numérique. Ces résultats ont des implications importantes pour la recherche et la pratique, et nous les décrivons dans cet article.
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© Charlene A. VanLeeuwen, George Veletsianos, Olga Belikov, Nicole Johnson 2020
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