Analyse des communautés d'enseignants français produisant des ressources en ligne : Nouvelles perspectives sur l'agence des enseignants

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt29040

Mots-clés :

ressources, communautés d'enseignants, cadres théoriques

Résumé

Les ressources en ligne sont devenues une réalité importante dans l'éducation, accompagnée d'un phénomène de production, de modification et de diffusion à grande échelle de ressources éducatives par des communautés d'enseignants. Cet article explore la situation en France. Tout d'abord, nous rappelons les recherches antérieures sur la façon dont les enseignants coopèrent pour créer des ressources en ligne. Nous distinguons plusieurs types de collectifs (communautés captives, communautés activistes, "proto-communautés") et nous nous concentrons sur leur dynamique. Cela implique de considérer non seulement les sujets, mais aussi les instruments que ces sujets utilisent et les systèmes sociaux au sein desquels ils évoluent. Deuxièmement, la question de l'agence des enseignants par rapport aux ressources éducatives est analysée. En France, les enseignants jouissent d'une grande liberté en matière de méthodes pédagogiques, ce qui n'est pas le cas dans tous les pays. Nous analysons donc les activités de ces collectifs pour comprendre comment ils perçoivent leur activité et leur rôle, en particulier lorsqu'ils utilisent des ressources pédagogiques en classe. Une question connexe importante est l'empressement des administrations à s'appuyer sur des bonnes pratiques fondées sur des preuves pour orienter l'action des enseignants. Nous suggérons que la recherche participative est un bon investissement pour soulever des questions significatives et proposer des solutions possibles (à court terme).

Bibliographies de l'auteur-e

Georges-Louis Baron, Université de Paris

Georges-Louis Baron is professor emeritus of education at Université Paris Cité. He has published on educational technology and its history, as well as, on the didactic issues involved in teaching computer and digital skills, especially in elementary school. His current research focus is on new forms of learning linked to peer cooperation around social networks. Email: Georges-louis.baron@u-paris.fr

Solène Zablot, Université de Paris

Solène Zablot is associate professor of education at the university of Caen Normandie. Having studied  the use of digital resources by vocational training teacher collectives for her PhD, she is now investigating how students and teachers use social networks for non-formal learning. Email: solene.zablot@gmail.com

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Publié-e

2025-10-17

Numéro

Vol. 51 No. 2 (2025): été

Rubrique

Notes

Licence

© Georges-Louis Baron, Solène Zablot 2025

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.