TPACK et l'auto-efficacité des enseignants: une revue systématique

Auteurs-es

  • Suresh Joshi Chandigarh University, Punjab, India

DOI :

https://doi.org/10.21432/cjlt28280

Mots-clés :

TPACK, auto-efficacité , technologie d'enseignement , perfectionnement professionnel

Résumé

Les études sur les connaissances du contenu pédagogique technologique (TPACK, par ses sigles en anglais) ont augmenté au cours des dernières années, cependant, il y a un manque d'études qui ont examiné et synthétisé de manière exhaustive des données sur l'auto-efficacité TPACK des enseignants. La présente revue de literature visait à fournir des données sur les méthodes de recherche, les échantillons de l'étude, les domaines d'études et les approches d'évaluation utilisées dans les études TPACK à ce jour. La revue visait également à analyser l'auto-efficacité TPACK des enseignants, les croyances d'auto-efficacité, l'auto-efficacité en matière informatique et le soutien technologique concernant le développement professionnel. Cinq meilleurs paris (les bases de données les plus recherchées) ont été sélectionnés sur la plateforme hôte d'Electronic Business Source Complete (EBSCO). Une sélection à partir du résumé a été effectué pour 136 articles évalués par des pairs, et 75 articles ont été sélectionnés pour un examen détaillé. Les analyses se sont concentrées sur l'apparition,  à travers l'année, des études sur le TPACK, des méthodes de recherche, des échantillons d'étude, des domaines d’études et des approches d'évaluation utilisées. La croissance et le développement de l'auto-efficacité TPACK ont été examinés en utilisant une approche narrative. Les résultats ont indiqué que les interventions de perfectionnement professionnel ont été efficaces pour améliorer l'auto-efficacité TPACK des enseignants. En outre, les pratiques d'argumentation basées sur le TPACK ont aidé les participants à renforcer leurs perceptions vers l'intégration de la technologie dans les salles de classe. Les implications des résultats pour les programmes de perfectionnement des enseignants et d'autres activités de perfectionnement professionnel ont été présentées.

Biographie de l'auteur-e

Suresh Joshi, Chandigarh University, Punjab, India

Suresh C. Joshi is Professor of Learning Design and Technology and Organizational Behavior. Currently he is working as Executive Director of the Centre for Distance and Online Learning at Chandigarh University, Punjab, India. His research interests include instructional design and technology, artificial intelligence, metaverse, pedagogical innovations, social-emotional learning, self-regulation, psychological well-being, and leadership in crisis. His PhD research revolved around developing a theoretical framework for the correlation between cell phone use and sleep quality, academic performance, and psychological well-being. Dr. Joshi is a certified instructor from the Center for Teaching Excellence at Texas A&M University, USA. He has developed a teaching model based on low-cost pedagogical game tools for which he was awarded a Fulbright fellowship from the US Department of State. He has published around 40 research papers and four books.

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2023-11-28

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