À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo
This article reports on a case study on teachers’ video-enhanced education. Considering the fact that video exemplification is a thriving practice in the field although there is little consensus in the literature regarding its instructional issues, it seems appropriate to focus on the activity carri...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | fra |
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Nantes Université
2016-10-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ree/6273 |
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| _version_ | 1841548422954352640 |
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| author | Simon Flandin Marine Auby Luc Ria |
| author_facet | Simon Flandin Marine Auby Luc Ria |
| author_sort | Simon Flandin |
| collection | DOAJ |
| description | This article reports on a case study on teachers’ video-enhanced education. Considering the fact that video exemplification is a thriving practice in the field although there is little consensus in the literature regarding its instructional issues, it seems appropriate to focus on the activity carried out by teachers in video-enhanced devices in order to identify promising characteristics (nature of the examples, types of associations between them, documentation methods, organization and scenarization, etc.). This study involved six trainees who used, during two sessions of 45 minutes, a digital device based on a « pedagogy of typical professional paths » (Durand, 2014; Ria & Leblanc, 2011). The goal was to better understand their use of video exemplification and sense-making. The results indicate that student teachers (i) preferentially target resources about "economic rules"; (ii) plebiscite classroom situations, always consulted; (iii) are particularly interested (even if they are sometimes disappointed) in the experts’ testimonies; (iv) initially show a distrust toward resources assumed to be theoretical; (v) get gradually interested in these resources during the second session. We conclude with several empirical and technological prospects for the design of video-enhanced devices for teacher induction. |
| format | Article |
| id | doaj-art-a303b0afd57e44d399af1b7f4a61160e |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2016-10-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-a303b0afd57e44d399af1b7f4a61160e2025-01-10T14:05:57ZfraNantes UniversitéRecherches en Éducation1954-30772016-10-012710.4000/ree.6273À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéoSimon FlandinMarine AubyLuc RiaThis article reports on a case study on teachers’ video-enhanced education. Considering the fact that video exemplification is a thriving practice in the field although there is little consensus in the literature regarding its instructional issues, it seems appropriate to focus on the activity carried out by teachers in video-enhanced devices in order to identify promising characteristics (nature of the examples, types of associations between them, documentation methods, organization and scenarization, etc.). This study involved six trainees who used, during two sessions of 45 minutes, a digital device based on a « pedagogy of typical professional paths » (Durand, 2014; Ria & Leblanc, 2011). The goal was to better understand their use of video exemplification and sense-making. The results indicate that student teachers (i) preferentially target resources about "economic rules"; (ii) plebiscite classroom situations, always consulted; (iii) are particularly interested (even if they are sometimes disappointed) in the experts’ testimonies; (iv) initially show a distrust toward resources assumed to be theoretical; (v) get gradually interested in these resources during the second session. We conclude with several empirical and technological prospects for the design of video-enhanced devices for teacher induction.https://journals.openedition.org/ree/6273ICT and digitalteacher trainingpedagogy: methods and toolshigher and university education |
| spellingShingle | Simon Flandin Marine Auby Luc Ria À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo Recherches en Éducation ICT and digital teacher training pedagogy: methods and tools higher and university education |
| title | À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo |
| title_full | À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo |
| title_fullStr | À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo |
| title_full_unstemmed | À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo |
| title_short | À quoi s’intéressent les enseignants dans les exemples en formation ? Étude de l’utilisation par des stagiaires de ressources basées sur la vidéo |
| title_sort | a quoi s interessent les enseignants dans les exemples en formation etude de l utilisation par des stagiaires de ressources basees sur la video |
| topic | ICT and digital teacher training pedagogy: methods and tools higher and university education |
| url | https://journals.openedition.org/ree/6273 |
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