Évaluation de l'apprentissage, des perceptions et des différences culturelles des enseignants à la suite du développement professionnel pour les logiciels d'alphabétisation précoce

Auteurs-es

  • Constanza Uribe-Banda Wilfrid Laurier University
  • Eileen Wood Wilfrid Laurier University
  • Alexandra Gottardo Wilfrid Laurier University
  • Anne Wade Concordia University
  • Rose Iminza Aga Khan Academies
  • Maina WaGĩokõ Aga Khan Academies

DOI :

https://doi.org/10.21432/cjlt27952

Mots-clés :

technologies éducatives, alphabétisation, développement professionnel, enseignants au primaire, comparaison interculturelle

Résumé

La présente étude a examiné l'impact de la formation en développement professionnel sur la confiance, l'aisance et les perceptions des enseignants canadiens et kenyans quant à leurs capacités d'enseigner les compétences de littératie précoce dans des classes au primaire. Les données ont été recueillies avant et après la formation sur la façon d'intégrer les logiciels d'alphabétisation précoce dans le cadre de l'enseignement en classe. Les construits de domaine et de technologie conformes au modèle d'intégration technologique de Mishra et Koehler (2006) ont été évalués, ainsi que les perceptions liées au rythme d'enseignement. Dans l'ensemble, les résultats reflètent plus de similitudes que de différences entre les deux groupes d'enseignants. Les limites des connaissances fondamentales concernant les concepts spécifiques à l'alphabétisation précoce étaient évidentes dans les deux groupes, malgré des niveaux de confiance perçus plus élevés chez les enseignants kenyans que chez les enseignants canadiens dans certains domaines. L'aisance perçue dans l'utilisation de la technologie et l'enseignement avec la technologie étaient fortement corrélés, et aucune différence n'a été observée entre les groupes d'enseignants. Le rythme est perçu comme étant plus rapide chez les enseignants kenyans que chez les enseignants canadiens. Les implications pour le développement professionnel dans ce domaine sont discutées.

Bibliographies de l'auteur-e

Constanza Uribe-Banda, Wilfrid Laurier University

Constanza Uribe-Banda is a doctoral candidate in the Developmental Psychology program, Wilfrid Laurier University. Her research interests include: teacher professional development, pedagogy, teaching literacy, and educational technologies. She also examines cross-cultural comparisons of instructional strategies.

Eileen Wood, Wilfrid Laurier University

Eileen Wood is a Professor in Developmental Psychology, Wilfrid Laurier University. Her primary research interests involve examining how children, youth, and adults acquire, retain, and recall information in educational contexts. This includes examining, evaluating, and developing instructional strategies to facilitate learning in formal and informal learning contexts including the use of new technologies.

Alexandra Gottardo, Wilfrid Laurier University

Alexandra Gottardo is a Professor in Developmental Psychology, Wilfrid Laurier University. Her background is in educational psychology and speech-language pathology. Her research examines factors related to teaching and learning, how to read in second language learners, focusing on literacy and cognitive-linguistic variables and concepts within and across languages.

Anne Wade, Concordia University

Anne Wade (M.L.I.S.) was the Manager and Information Specialist at the Centre for the Study of Learning and Performance, Education at Concordia University for 30 years. She currently serves as the LTK+ Global Manager coordinating a variety of international literacy projects, and as a part-time professor in the Department of Education, Concordia University.

Rose Iminza, Aga Khan Academies

Rose Iminza is an educator working at the Aga Khan Academy in Mombasa, Kenya. She is a Professional Development Coordinator for the technology based learning programs associated with the Learning Toolkit ( LTK+). She has served as the lead on professional development activities related to the LTK+ projects.

Maina WaGĩokõ, Aga Khan Academies

Maina WaGĩokõ is based at the Aga Khan Academy in Mombasa, Kenya. He is a Lead Facilitator working on Education Empowerment programmes which focus on school leaders, teachers, and school support systems. He works with governing agencies and partner organizations that participate in the LTK+ research.

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Publié-e

2021-11-24

Numéro

Vol. 47 No. 2 (2021): Summer

Rubrique

Articles

Licence

© Constanza Uribe-Banda, Eileen Wood, Alexandra Gottardo, Anne Wade, Rose Iminza, Maina WaGĩokõ 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.