Faire progresser la création de connaissances dans l'éducation grâce à des partenariats tripartites
DOI :
https://doi.org/10.21432/cjlt28052Mots-clés :
apprentissage professionnel basé sur le design, apprentissage professionnel, recherche basée sur le design, coélaboration de connaissances, création de connaissances, insertion professionnelle en enseignementRésumé
L'objectif de cet article est de mettre en évidence le travail d'un partenariat tripartite pour améliorer et renforcer les conceptions pédagogiques des enseignantes et des enseignants novices par l’intermédiaire d'un apprentissage professionnel basé sur le design et guidé par les principes de coélaboration/création de connaissances. Le partenariat tripartite impliquait 450 enseignantes et enseignants novices d'une division scolaire urbaine, une équipe universitaire de recherche-intervention, et le gouvernement provincial. En utilisant une approche basée sur le design pendant et entre cinq sessions d'apprentissage professionnel, cette étude a analysé les façons dont les enseignantes et les enseignants ont travaillé de manière connectée, collaborative et collective pour améliorer peu à peu leurs designs pédagogiques à des fins de coélaboration de connaissances collectives. La communauté a utilisé un outil de monitorage de traces numériques et des cas vidéo pour s'engager dans un discours de coélaboration de connaissances ainsi que pour suivre et réfléchir continuellement aux améliorations et aux raffinements à apporter à leurs designs pédagogiques. L'apprentissage professionnel basé sur le design, informé par les 12 principes de coélaboration/création de connaissances, a fourni aux enseignantes et aux enseignants novices un processus afin de mieux comprendre leur pratique d'enseignement en tant que lieu d’amélioration et de raffinement de leurs designs pédagogiques ; d’accepter tous les participants en tant que contributeurs légitimes qui se soutiennent mutuellement dans l'amélioration de leurs idées, utilisent des sources faisant autorité, contribuent à l'avancement des connaissances collectives en utilisant des artefacts et des appuis tirés de leurs pratiques ; et comprennent que la coélaboration/création de connaissances par des enseignantes et des enseignants passe par une communauté de soutien.
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