Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial
In Quebec, there are many colleges that promote initial training in higher education when hiring teachers. To meet this requirement, the University of Quebec in Montreal has developed an initial training in teaching in higher education (PCPES). As part of this training, several teaching models are t...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2014-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/855 |
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| _version_ | 1841546562924183552 |
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| author | Diane Leduc Louise Ménard Éric Le Coguiec |
| author_facet | Diane Leduc Louise Ménard Éric Le Coguiec |
| author_sort | Diane Leduc |
| collection | DOAJ |
| description | In Quebec, there are many colleges that promote initial training in higher education when hiring teachers. To meet this requirement, the University of Quebec in Montreal has developed an initial training in teaching in higher education (PCPES). As part of this training, several teaching models are taught. Teaching approaches have an impact on the learning achieved by students and they cannot be separated from the contexts in which they take place. Indeed, several host environment elements facilitate or forces pedagogical choices and the use of various teaching models. So as to align initial training and teaching practices in classrooms, graduates of our PCPES, who have obtained a teaching job in a college, answered an online questionnaire on the teaching approaches they use every day. With this study, we aim to describe what facilitates or constrains the use of teaching models in the classroom by beginner college teachers who received initial training in pedagogy. Do they use the approaches taught during their initial training? Only a few of them have the opportunity to put into practice the approaches, and for a majority of them, the interactive lecture still dominates their teaching. |
| format | Article |
| id | doaj-art-2d5a343942434d43857717c65a5bf531 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2014-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-2d5a343942434d43857717c65a5bf5312025-01-10T16:18:04ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272014-12-013010.4000/ripes.855Formation initiale et modèles d’enseignement de nouveaux enseignants au collégialDiane LeducLouise MénardÉric Le CoguiecIn Quebec, there are many colleges that promote initial training in higher education when hiring teachers. To meet this requirement, the University of Quebec in Montreal has developed an initial training in teaching in higher education (PCPES). As part of this training, several teaching models are taught. Teaching approaches have an impact on the learning achieved by students and they cannot be separated from the contexts in which they take place. Indeed, several host environment elements facilitate or forces pedagogical choices and the use of various teaching models. So as to align initial training and teaching practices in classrooms, graduates of our PCPES, who have obtained a teaching job in a college, answered an online questionnaire on the teaching approaches they use every day. With this study, we aim to describe what facilitates or constrains the use of teaching models in the classroom by beginner college teachers who received initial training in pedagogy. Do they use the approaches taught during their initial training? Only a few of them have the opportunity to put into practice the approaches, and for a majority of them, the interactive lecture still dominates their teaching.https://journals.openedition.org/ripes/855formation des enseignantspratiques enseignantescollégialpédagogies activesmodèles d’enseignement |
| spellingShingle | Diane Leduc Louise Ménard Éric Le Coguiec Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial Revue Internationale de Pédagogie de l’Enseignement Supérieur formation des enseignants pratiques enseignantes collégial pédagogies actives modèles d’enseignement |
| title | Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial |
| title_full | Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial |
| title_fullStr | Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial |
| title_full_unstemmed | Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial |
| title_short | Formation initiale et modèles d’enseignement de nouveaux enseignants au collégial |
| title_sort | formation initiale et modeles d enseignement de nouveaux enseignants au collegial |
| topic | formation des enseignants pratiques enseignantes collégial pédagogies actives modèles d’enseignement |
| url | https://journals.openedition.org/ripes/855 |
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