Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs
enMany Canadian and French universities offer short-term teaching and counselling to support new teachers to focus more on student learning. But to what extent does training and counselling have an effect on the level of focus on student learning, whether or not they have benefited from these device...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2020-04-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/2527 |
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| _version_ | 1841546554915160064 |
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| author | Louise Ménard Christian Hoffmann Sébastien Boucher Martin Riopel |
| author_facet | Louise Ménard Christian Hoffmann Sébastien Boucher Martin Riopel |
| author_sort | Louise Ménard |
| collection | DOAJ |
| description | enMany Canadian and French universities offer short-term teaching and counselling to support new teachers to focus more on student learning. But to what extent does training and counselling have an effect on the level of focus on student learning, whether or not they have benefited from these devices? This study presents data collected by observation and interview, over three years, from 34 new French and Canadian teachers, 9 of whom were untrained and unaccompanied, 7 unaccompanied, 10 trained and 8 trained and accompanied. With respect to the pedagogical practices observed, the analysis shows that the learning focus of each group did not change significantly and that most individuals in these groups maintain their three levels of learning focus over time. However, some of the various disciplines progress or regress significantly. Those who regress come mainly from the same university. Peer-to-peer exchanges appear to be the other most commonly used source of training and information. This research demonstrates the complexity of the educational development process. It seems to us impossible today to say that a device in itself has an effect on the practices of teachers, without taking into account the other devices used and, no doubt, the motivations of the people and the context of the practice. |
| format | Article |
| id | doaj-art-17ac6448754449579d8d6b6b784fec20 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2020-04-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-17ac6448754449579d8d6b6b784fec202025-01-10T16:18:31ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272020-04-013610.4000/ripes.2527Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeursLouise MénardChristian HoffmannSébastien BoucherMartin RiopelenMany Canadian and French universities offer short-term teaching and counselling to support new teachers to focus more on student learning. But to what extent does training and counselling have an effect on the level of focus on student learning, whether or not they have benefited from these devices? This study presents data collected by observation and interview, over three years, from 34 new French and Canadian teachers, 9 of whom were untrained and unaccompanied, 7 unaccompanied, 10 trained and 8 trained and accompanied. With respect to the pedagogical practices observed, the analysis shows that the learning focus of each group did not change significantly and that most individuals in these groups maintain their three levels of learning focus over time. However, some of the various disciplines progress or regress significantly. Those who regress come mainly from the same university. Peer-to-peer exchanges appear to be the other most commonly used source of training and information. This research demonstrates the complexity of the educational development process. It seems to us impossible today to say that a device in itself has an effect on the practices of teachers, without taking into account the other devices used and, no doubt, the motivations of the people and the context of the practice.https://journals.openedition.org/ripes/2527nouveaux professeursuniversitéaccompagnement pédagogiquepratiques d’enseignementformation |
| spellingShingle | Louise Ménard Christian Hoffmann Sébastien Boucher Martin Riopel Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs Revue Internationale de Pédagogie de l’Enseignement Supérieur nouveaux professeurs université accompagnement pédagogique pratiques d’enseignement formation |
| title | Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs |
| title_full | Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs |
| title_fullStr | Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs |
| title_full_unstemmed | Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs |
| title_short | Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs |
| title_sort | effets de la formation et de l accompagnement pedagogiques sur le niveau de centration sur l apprentissage des nouveaux professeurs |
| topic | nouveaux professeurs université accompagnement pédagogique pratiques d’enseignement formation |
| url | https://journals.openedition.org/ripes/2527 |
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