Book
S’immerger dans les salles de classe virtuelles pour apprendre le métier d’enseignant ? ; S’immerger dans les salles de classe virtuelles pour apprendre le métier d’enseignant ?: Étude des effets d’un dispositif de vidéoformation.
| العنوان: | S’immerger dans les salles de classe virtuelles pour apprendre le métier d’enseignant ? ; S’immerger dans les salles de classe virtuelles pour apprendre le métier d’enseignant ?: Étude des effets d’un dispositif de vidéoformation. |
|---|---|
| المؤلفون: | Ria, Luc |
| المساهمون: | Interactions, Corpus, Apprentissages, Représentations (ICAR), École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-École Centrale de Lyon (ECL), Université de Lyon-Université de Lyon-Centre National de la Recherche Scientifique (CNRS), Catherine Van Nieuwenhoven, Olivier Maulini, Annie Malo, In C. Van Nieuwenhoven, A. Malo & O. Maulini (Eds.) |
| المصدر: | La place du terrain dans la formation initiale des enseignants ; https://hal.science/hal-04555550 ; Catherine Van Nieuwenhoven; Olivier Maulini; Annie Malo. La place du terrain dans la formation initiale des enseignants, De Boeck Supérieur, pp.239-257, 2024, 9782807361300 ; https://www.deboecksuperieur.com/ouvrage/9782807361300-la-place-du-terrain-dans-la-formation-initiale-des-enseignants |
| بيانات النشر: | HAL CCSD De Boeck Supérieur |
| سنة النشر: | 2024 |
| مصطلحات موضوعية: | enseignants débutants, activité professionnelle, gestes professionnels, vidéoformation, développement professionnel, immersions virtuelles, [SHS.EDU]Humanities and Social Sciences/Education |
| الوصف: | International audience ; In view of the recurring difficulties encountered by future teachers in France in securing work placements (distance, saturation and disruption of classrooms, etc.), entry into digital school spaces represents a significant additional route to professionalization. Indeed, without claiming to replace the richness of the real world, observing the activity of others on video enables a first experience of school situations by proxy: by letting others act in their place and identifying the effects of their actions on students. This enables future teachers to learn typical, even critical, professional situations, by constructing clues for recognizing classroom events and anticipating modes of action without having to face the real thing. But can we hypothesize that a digital corpus of teaching situations (the Institut Français de l'Éducation's Néopass platforms) can encourage "student-novices" to immerse themselves in the activities of others and project themselves into a professional horizon that is still largely undetermined? In other words, can virtual immersion replace authentic immersion in the target professional environment? The study involved students at the École Normale Supérieure de Lyon (France) during a pre-professionalization phase in their training program, without a work placement. Our contribution describes the feedback received from these students to understand the influence of immersion in "virtual professional baths" on the construction of their teaching professionalism. More concretely, the aim was to identify the nature and quality of the students' immersive experiences, based on the video resources offered during training, to identify what they paid particular attention to, and what might have encouraged them to transform their beliefs about the teaching profession or the emergence of new learning, and finally to identify whether or not they were able to project themselves "concretely" into their future professional horizons. ; Devant les difficultés récurrentes de mise ... |
| نوع الوثيقة: | book part |
| اللغة: | French |
| ردمك: | 978-2-8073-6130-0 2-8073-6130-7 978-2-8073-6130-0 2-8073-6130-7 |
| Relation: | hal-04555550; https://hal.science/hal-04555550 |
| الاتاحة: | https://hal.science/hal-04555550 |
| رقم الانضمام: | edsbas.3DDD5E5D |
| قاعدة البيانات: | BASE |
| ردمك: | 9782807361300 2807361307 9782807361300 2807361307 |
|---|