Analyse de l’environnement des cours sur les technologies éducatives dans les programmes de formation des personnes enseignantes en Ontario
DOI :
https://doi.org/10.21432/cjlt29011Mots-clés :
cours spécialisés, formation des personnes enseignantes, intégration de la technologie, technologie éducativeRésumé
À la lumière des enseignements tirés de l’enseignement en ligne pendant la pandémie de 2020 et des avancées rapides des technologies éducatives, une attention accrue a été accordée à la manière dont les personnes enseignantes sont préparées aux classes de demain. Dans les programmes de formation des personnes enseignantes, deux modèles principaux existent pour promouvoir les compétences numériques des personnes étudiantes en formation à l’enseignement : (a) des cours spécialisés et indépendants sur les technologies éducatives, et (b) un modèle intégré dans lequel les compétences numériques sont intégrées à d'autres cours. Nous avons procédé à une analyse de l’environnement des cours de technologie éducative dispensés dans les programmes de formation des personnes enseignantes en Ontario entre avril et août 2024 afin d’examiner les modèles adoptés pour la préparation des personnes étudiantes en formation à l’enseignement. Les résultats montrent que 14 des 16 programmes Primary/Junior, 9 des 12 programmes Junior/Intermediate et 9 des 15 programmes Intermediate/Senior proposent des cours indépendantes sur les technologies éducatives, dont la plupart sont obligatoires. Ce recours à des cours indépendants témoigne de l’importance accordée à la formation technologique des personnes étudiantes en formation à l’enseignement. Cependant, le fait que la plupart des programmes ne proposent qu’un seul cours constitue une limite potentielle. Afin d’obtenir des informations détaillées, nous avons également procédé à une analyse thématique des descriptions des cours, mettant en évidence les points forts et les domaines à améliorer. Cette étude informe les programmes de formation à l’enseignement et les personnes chercheuses sur les possibilités futures de développer les compétences numériques des personnes étudiantes en formation à l’enseignement.
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© Mohammed Estaiteyeh, Wenting Rong 2025
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