Les espoirs et les inquiétudes des membres du corps professoral canadiens concernant l'avenir proche de l'enseignement supérieur
DOI :
https://doi.org/10.21432/cjlt28319Mots-clés :
inquiétudes , membres du corps professoral, avenir de l’apprentissage, recherche qualitative, avenir prometteurRésumé
L'enseignement supérieur dans le monde entier est confronté à plusieurs défis allant des tensions économiques, sociales, technologiques, démographiques, environnementales et politiques. Les appels à repenser, réinventer et réformer l'enseignement supérieur pour répondre à ces défis sont en cours. Ces efforts doivent être éclairés par une grande variété d'intervenants, y compris les membres du corps professoral. Pour éclairer ces efforts, des entrevues individuelles ont été menées auprès de trente-sept membres du corps professoral de collèges et d'universités canadiens afin de mieux comprendre leurs espoirs et leurs inquiétudes quant à l'avenir de l'enseignement supérieur lorsqu'ils réfléchissaient à quoi pourrait ressembler l'enseignement supérieur dans cinq ans. Les résultats sont centrés sur quatre thèmes : (1) les anxiétés et les espoirs sont façonnés par des soutiens et des ressources provenant de diverses sources, (2) les membres du corps professoral sont confrontés à de l'anxiété sur des questions qui les touchent négativement, mais qui sont hors de leur contrôle, (3) les membres du corps professoral espèrent que des effets positifs vient de la pandémie de la COVID-19, et (4) les membres du corps professoral espèrent une éducation bien équilibrée qui permettra aux étudiants de réussir à la fois dans et au-delà de leur carrière. Les implications pour ces résultats suggèrent le besoin d'orienter les efforts et les pratiques de recherche vers un avenir plus prometteur pour l'enseignement supérieur, en particulier dans le contexte de l'apprentissage en ligne et hybride.
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© George Veletsianos, Nicole Johnson 2023
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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.
