Profils des enseignants dans le cadre de la transformation numérique de l’école

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Publié-e : mar 11, 2020
DOI : https://doi.org/10.13042/Bordon.2020.72965
Mots-clés :
Compétences numériques des enseignants Profils Technologies de l’information et la communication Technologie éducative Applications éducatives de la technologies Organisation scolaire Etudes de cas Etudes longitudinales

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María José Sosa Díaz
Universidad de Extremadura
http://orcid.org/0000-0003-2690-4916
Jesús Valverde Berrocoso
Universidad de Extremadura
http://orcid.org/0000-0003-2580-4067

Résumé

INTRODUCTION. L’enseignant a un rôle très important dans l’implémentation des TIC dans les établissements scolaires. La construction de profils d’enseignants a été employée dans la recherche éducative à propos de l’utilisation pédagogique des technologies numériques. Néanmoins, il n’existe encore un modèle théorique explicative intégrant tous les facteurs et les variables qui permet l’implémentation de stratégies pour l’introduction des TIC dans les salles de classe basses sur les besoins et les caractéristiques des enseignants. Il est pour cela que cette recherche identifie différents profils d’enseignants au même temps qui apporte des évidences sur facteurs qui exercent une influence importante dans la façon d’employer les technologies dans les pratiques d’enseignement. MÉTHODE. Il a été mis en oeuvre une recherche longitudinale au moyen d’un étude de cas multiples basée sur des entretiens semi-structurées, en tant que méthode principale pour l’obtention de données, et la comparaisons permanente de la théorie ancrée (Grounded Theory pour les anglophones) pour l’analyse de données. Dans cette étude ont participé quatre établissements d’enseignement maternel et primaire, ainsi que coordinateurs TIC, enseignants, membres de l’équipe de direction, familles et experts-conseilleurs TIC (n=57). RÉSULTATS. L’étude conclut par un modèle théorique explicative façonné par quatre profils d’enseignants par rapport à l’application des technologies dans la salle de classe: “réticent”, apprenti”, “gestionnaire” et “e-innovateur”. DISCUSSION. Les facteurs d’implémentation des technologies dans la pratique d’enseignement identifies et coïncidant avec ceux des autres études sont la compétence numérique des enseignants, la formation permanente, les attitudes ver les TIC, l’auto confiance, la collaboration avec des experts en TIC et la pression perçue dans le cadre scolaire.

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Sosa Díaz, M. J., & Valverde Berrocoso, J. (2020). Profils des enseignants dans le cadre de la transformation numérique de l’école. Bordón. Revista De Pedagogía, 72(1), 151–173. https://doi.org/10.13042/Bordon.2020.72965
Numéro
Vol. 72 No. 1 (2020)
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Artículos
Bibliographies de l'auteur-e

María José Sosa Díaz, Universidad de Extremadura

Doctora en Educación, Licenciada en Pedagogía y Psicopedagogía. Profesora en la Facultad de Formación de Profesorado de la Universidad de Extremadura. Especialista en integración de las Tecnologías de la Información y la Comunicación, implementación de metodologías didácticas activas y pedagogías emergentes.

Jesús Valverde Berrocoso, Universidad de Extremadura

Coordinador del Máster Oficial de Educación Digital de la Universidad de Extremadura. Doctor en pedagogía y Profesor Titular de Universidad en el área de Didáctica y Organización Escolar del Departamento de Ciencias de la Educación. Facultad de Formación del Profesorado. Campus de Cáceres. Universidad de Extremadura. Investigador principal del grupo de investigación NODO educativo

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