Enseignement en ligne pendant la COVID-19 : une analyse de l’évolution des perceptions en matière d’auto-efficacité

Auteurs-es

  • Julia Forgie Victoria College, University of Toronto
  • Marguerite Wang Ontario Institute for Studies in Education, University of Toronto
  • Lisa Ain Dack Ontario Institute for Studies in Education, University of Toronto
  • Miranda Schreiber University of Toronto

DOI :

https://doi.org/10.21432/cjlt28610

Mots-clés :

COVID-19, développement professionnel, efficacité de l’enseignement, enseignement en ligne

Résumé

Cette étude quantitative s’est intéressée à l’auto-efficacité des enseignants relativement à l’enseignement en ligne par rapport à l’enseignement en personne pendant la pandémie de COVID-19. L’auto-efficacité est un facteur déterminant de la pratique de l’enseignant et des résultats observés chez les élèves. Pendant la pandémie, les enseignants ont été contraints de passer subitement à l’enseignement en ligne et ont par conséquent dû surmonter de nombreux nouveaux obstacles. Des enseignants appartenant à trois environnements d’enseignement (écoles publiques, privées et publiques virtuelles) en Ontario, au Canada, ont répondu au questionnaire Ohio State Teacher Efficacy Scale (OSTES) ainsi qu’à d’autres questionnaires permettant d’évaluer l’expérience et la formation en matière d’enseignement en ligne en mai-juin 2020 (phase 1), puis un an plus tard, en mai-juin 2021 (phase 2). Les résultats indiquent que si l’auto-efficacité perçue des enseignants s’est améliorée au cours de l’étude, notamment en ce qui concerne la gestion de la classe et la participation des élèves, elle n’a pas atteint les niveaux constatés dans le cas de l’enseignement en personne. Ces données mettent en évidence le fait que les éducateurs sont toujours confrontés à des difficultés dans le cadre de l’enseignement en ligne. Par ailleurs, l’efficacité des stratégies d’enseignement n’avait pas augmenté de manière significative lors de la phase 2, ce qui laisse à penser que les programmes de formation des enseignants devront mettre en place un apprentissage à cet effet. Ces résultats donnent un aperçu du type d’expérience et d’outils que les programmes de formation des enseignants pourraient offrir pour améliorer la préparation des enseignants, et des conditions qui favorisent le plus l’amélioration de l’auto-efficacité des enseignants en exercice.

Bibliographies de l'auteur-e

Julia Forgie, Victoria College, University of Toronto

Julia Forgie is Assistant Professor in Teaching Stream and Coordinator of the Education & Society Program at Victoria College, University of Toronto in Canada. She is also a certified primary/junior teacher in Ontario and her research interests include preservice and in-service teacher training, teaching efficacy, and online teaching and learning.

Marguerite Wang, Ontario Institute for Studies in Education, University of Toronto

Marguerite Wang is a Master of Arts student in the Department of Curriculum, Teaching and Learning and Research Assistant at the Ontario Institute for Studies in Education, University of Toronto in Canada. Her research interests include plurilingualism in classrooms, education in emergencies, linguistic minority students, and language policies through an international and comparative education lens. 

Lisa Ain Dack, Ontario Institute for Studies in Education, University of Toronto

Lisa Ain Dack is Assistant Professor in Applied Psychology and Human Development at the Ontario Institute for Studies in Education at the University of Toronto in Canada, where she teaches graduate-level education students. Her research focuses on teacher and administrator professional learning, data-based decision making, and educational leadership.

Miranda Schreiber, University of Toronto

Miranda Schreiber is a graduate of and research assistant at the University of Toronto in Canada. A Toronto-based writer and researcher, her work has appeared in The Globe and Mail, The Walrus, BBC, The Toronto Star, and the Canadian Medical Association Journal, to name a few. Her first novel, Iris and the Dead, is available for preorder with Bookhug Press.

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Publié-e

2024-11-01

Numéro

Vol. 50 No. 4 (2024): Special Issue Technology and Teacher Education in Canada

Rubrique

Articles

Licence

© Julia Forgie, Marguerite Wang, Lisa Ain Dack, Miranda Schreiber 2024

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

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.