Préparer les futurs enseignants en STIM à enseigner en ligne : comment promouvoir les connaissances technologiques et pédagogiques?
DOI :
https://doi.org/10.21432/cjlt28594Mots-clés :
enseignement en ligne, enseignement des STIM, formation des enseignants, TPACKRésumé
L’enseignement à distance qui a dû s’organiser en urgence lors de la pandémie de COVID-19 a mis en lumière les défis pédagogiques auxquels les enseignants ont été confrontés et la nécessité de modifier dès maintenant les programmes de formation des enseignants. Cet article porte sur la préparation des étudiants à l’enseignement en ligne dans le cadre d’un cours de deuxième année en STIM et en pédagogie au sein d’un programme de formation des enseignants dans une université canadienne. Les auteurs présentent une analyse en deux phases de deux cohortes d’étudiants en enseignement inscrits à ce cours et explorent 1) leurs perceptions de la dynamique et de l’efficacité de l’enseignement en ligne en tant que modalité d’enseignement, et 2) les répercussions du cours sur les compétences technologiques et pédagogiques nécessaires à l’enseignement en ligne. Des données quantitatives et qualitatives ont été recueillies par le biais d’enquêtes avant et après effectuées en ligne au début et à la fin du cours. Les résultats montrent que le contenu des cours a permis aux étudiants de renouveler considérablement leur vision de l’enseignement en ligne en tant que modalité pédagogique, leurs approches pédagogiques et leurs capacités personnelles à utiliser des stratégies d’enseignement en ligne novatrices. Cette étude souligne la nécessité de mettre en place des programmes de formation approfondis qui permettent d’améliorer les compétences technologiques des candidats à l’enseignement tout en affinant leurs méthodes pédagogiques dans un contexte d’enseignement en ligne. Nous analysons les implications pour la recherche et la pratique dans le domaine de la formation des enseignants.
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© Mohammed Estaiteyeh, Isha DeCoito, Mariam Takkouch 2024
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
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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.
