Si vous choisissez de ne pas prendre de décision : une enquête sur les expériences de terrain en ligne pour les programmes canadiens de préparation à l’enseignement
DOI :
https://doi.org/10.21432/cjlt28658Mots-clés :
enseignement à distance de la maternelle à la 12e année, formation initiale des enseignants, formation des enseignantsRésumé
Malgré la croissance rapide de l’apprentissage en ligne et à distance au Canada, les programmes de formation des enseignants ne semblent pas suivre la tendance, ce qui permettrait de répondre aux besoins des futures générations d’enseignants et d’enseignantes. S’il est vrai que les changements structurels dans l’enseignement supérieur prennent du temps, la croissance constante de l’apprentissage en ligne et mixte au Canada et dans le monde, conjuguée à la prise de conscience de l’importance de l’apprentissage à distance suscitée par la pandémie de COVID-19, devrait sonner l’alarme auprès des éducateurs et des décideurs relativement au fait qu’ils n’arrivent pas à répondre aux besoins d’un secteur qui évolue rapidement. Cet article fait le point sur les expériences pratiques à distance et en ligne proposées par les programmes canadiens de formation des enseignants. Nous passons en revue les programmes destinés à accompagner les enseignants en exercice, tels que les programmes de certificat, d’études supérieures et menant à un diplôme, ainsi que les MOOC, qui offrent un perfectionnement professionnel gratuit. La présente étude, qui reproduit une étude à méthode mixte menée à l’origine aux États-Unis et publiée sous forme de rapport technique par Archibald et al. (2020), a révélé qu’une minorité de programmes de formation des enseignants offraient des expériences pratiques en ligne ou mixtes. Par ailleurs, nous avons constaté que les programmes ne remédiaient que lentement à ces lacunes en raison d’un manque de ressources institutionnelles, d’une base de connaissances limitée, de la faible utilité que les futurs enseignants et les organismes de réglementation leur accordaient, ce qui décourage les expériences de terrain en ligne. Cette étude met en évidence le besoin considérable de programmes dans le domaine de l’enseignement à distance et en ligne.
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© Jason Siko, Michael Barbour, Douglas Archibald, Nathaniel Ostashewski 2024
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