À découvert : des histoires partagées de pratiques éducatives libres dans la formation des enseignants
DOI :
https://doi.org/10.21432/cjlt28603Mots-clés :
Canadiens, technologie numérique, facultés d'éducation, pratiques éducatives libres, formateurs d’enseignantsRésumé
Il est complexe et compliqué de se familiariser avec les attentes de la Faculté d’éducation en tant que formateur d’enseignants au Canada. La littérature scientifique relative à la formation des enseignants invite à mettre l’accent sur les compétences médiatiques et numériques, ainsi que sur les compétences technologiques. Les orientations du programme sont dictées par les tendances technologiques qui se dessinent dans l’enseignement de la maternelle au secondaire, ainsi que dans l’enseignement supérieur. Cette étude phénoménologique post-intentionnelle s’est penchée sur des moments, du matériel et des idées que les participants ont partagés dans le cadre de leur pratique éducative libre, ce qui a permis de révéler leurs aptitudes, compétences et niveau de littératie médiatiques et numériques. Cette approche permet de comprendre comment les formateurs d’enseignants se saisissent des ressources technologiques pour aborder des questions complexes. Il devient de plus en plus important de partager l’expertise des praticiens, des chercheurs et des théoriciens dans le domaine de l’éducation, car cela révèle souvent ce qui est tacite et non-dit, et permet de partager des connaissances, des réflexions et des actions. Le fait de réfléchir à chaud grâce aux blogues, aux médias sociaux et aux publications savantes ouvertes est une façon pour les éducateurs de partager ouvertement ce qu’ils font, comment et pourquoi ils font ce qu’ils font. Les résultats de notre étude révèlent l’importance des compétences médiatiques et numériques en matière de communication, de créativité, de connexions et d’esprit critique au sein de la pratique éducative libre de formateurs d’enseignants.
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© Helen DeWaard 2024
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