Academic Journal
A Collaborative Study Promoting the Integration of Oral Communication in Virtual Pre-Service Teacher Education ; Une recherche collaborative favorisant l’intégration de l’oral lors de la formation initiale en mode virtuel
| العنوان: | A Collaborative Study Promoting the Integration of Oral Communication in Virtual Pre-Service Teacher Education ; Une recherche collaborative favorisant l’intégration de l’oral lors de la formation initiale en mode virtuel |
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| المؤلفون: | Cormier, Gail, Morneau, Marie-Josée |
| المصدر: | Journal of the Canadian Association for Curriculum Studies; Vol. 20 No. 2-3 (2023); 68-84 ; La Revue de l’association canadienne pour l’étude de curriculum ; Vol. 20 No. 2-3 (2023); 68-84 ; 1916-4467 |
| بيانات النشر: | York University Libraries |
| سنة النشر: | 2023 |
| المجموعة: | Journal of the Canadian Association for Curriculum Studies (JCACS) |
| مصطلحات موضوعية: | oral collaboratif, oral réflexif, didactique de langue, autoéthnographie collaborative, collaborative oral communication, reflexive oral communication, teaching of oral communication, collaborative ethnography |
| الوصف: | The health protocols generated by the COVID-19 pandemic have limited opportunities for exchange and discussion in the classroom (Carpentier & Sauvageau, 2021) and among colleagues. Yet oral communication is an essential component in the learning process (Hattie, 2017). In the spring of 2021, as professors in the Faculty of Education at the Université de Saint-Boniface, we began a collaborative autoethnographic research project (Taylor & Coia, 2020) to showcase our professional evolution in the context of teaching in virtual mode. Our specific aim was to analyze our pedagogical choices in fostering oral skills in our students. Our vignettes thus focus on our objectives and questions regarding the use of oral expression in initial training activities, our successive pedagogical adaptations and our avenues for improvement. We believe that an emphasis on the oral in teacher education offers opportunities for the co-construction of knowledge, language, cognitive and pedagogical development, as well as contributing to the linguistic vitality of a minority group (Plessis-Bélair et al., 2017; Swain & Watanabe, 2013). We sought to improve our pedagogical practices, and thus better train future teachers, by influencing their role in the teaching of oral language, regardless of their future teaching contexts. ; Les protocoles sanitaires engendrés par la pandémie de la COVID-19 ont limité les possibilités d’échanges et de discussions en salles de classe (Carpentier et Sauvageau, 2021) et entre collègues. Pourtant, la communication orale est une composante incontournable dans le processus d’apprentissage (Hattie, 2017). Au printemps 2021, en tant que professeures à la Faculté d’éducation à l’Université de Saint-Boniface, nous avons entamé une recherche autoethnographique collaborative (Taylor et Coia, 2020) pour faire valoir notre évolution professionnelle dans le contexte d’enseignement en mode virtuel. Plus spécifiquement, le but était d’analyser nos choix pédagogiques favorisant les compétences de l’oral chez ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | French |
| Relation: | https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40776/36726; https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40776 |
| DOI: | 10.25071/1916-4467.40776 |
| الاتاحة: | https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40776 https://doi.org/10.25071/1916-4467.40776 |
| Rights: | Copyright (c) 2023 Gail Cormier, Marie-Josée Morneau ; https://creativecommons.org/licenses/by-sa/2.5/ca/ |
| رقم الانضمام: | edsbas.337D8671 |
| قاعدة البيانات: | BASE |
| DOI: | 10.25071/1916-4467.40776 |
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