Le développement professionnel en ligne des enseignants au Canada : Une revue de la recherche

Auteurs-es

  • Pamela Beach Queen’s University
  • Elena Favret Queen’s University
  • Alexandra Minuk Queen’s University

DOI :

https://doi.org/10.21432/cjlt27948

Mots-clés :

apprentissage en ligne, développement professionnel des enseignants, revue

Résumé

Cet article présente les résultats d'une revue systématique de 11 études portant sur le développement professionnel en ligne des enseignants (DPELE) au Canada entre 2000 et 2020. Une analyse thématique du contenu des articles a permis de dégager quatre thèmes principaux associés à la recherche sur le DPELE : 1. l'échange de connaissances ; 2. la pratique réflexive ; 3. les multiples facettes ; et 4. le soutien opportun. Les contextes d'étude, les méthodes de recherche et d'autres caractéristiques pertinentes des études sont également examinés et discutés. Les résultats mettent en lumière les tendances actuelles de la recherche sur le DPELE au Canada et soulignent la nécessité de poursuivre des recherches dans ce domaine. Les données provenant de diverses méthodes dans les différentes régions géographiques du Canada peuvent contribuer à mieux comprendre les types de DPELE qui ont cours au Canada et la manière dont les diverses plateformes et possibilités de développement professionnel peuvent soutenir au mieux l'apprentissage professionnel des enseignants.

Bibliographies de l'auteur-e

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

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Publié-e

2021-11-24

Numéro

Vol. 47 No. 2 (2021): Summer

Rubrique

Articles

Licence

© Pamela Beach, Elena Favret, Alexandra Minuk 2021

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.