Effets de la formation et de l’accompagnement pédagogiques sur le niveau de centration sur l’apprentissage des nouveaux professeurs

Abstract

This text was automatically generated on 8 September 2020.Article L.111-1 du Code de la propriété intellectuelle.Effets de la formation et de l'accompagnement pédagogiques sur le niveau de c... Revue internationale de pédagogie de l'enseignement supérieur, 36(1) | 2020 Effets de la formation et de l'accompagnement pédagogiques sur le niveau de c...

The educational development of university teachers: mapping the landscape

“…This frames what is expected of higher education, namely quality education designed to prepare competent students for a competitive workplace (Skelton, 2012;Laiho et al, 2020). In this perspective, researchers are observing a rise in standards linked to the quality of teaching (Ferman, 2002;Shaw, 2018) as well as a desire to professionalize higher education (Lueddeke, 2003;Skelton, 2012;Austin and Sorcinelli, 2013;Albero, 2015;Bailly et al, 2015;Shaw, 2018;Ödalen et al, 2019), justified in particular by a lack of initial teacher training (Ferman, 2002;Amundsen and Wilson, 2012;Leibowitz, 2014) and a lack of preparation for teaching (Steinert et al, 2006;Demougeot-Lebel and Perret, 2011a;Taylor and Znajda, 2015;Ménard et al, 2020). We also note that educational development can be presented as a political injunction, particularly in articles from the UK (King, 2004;Nicholls, 2005;Knight et al, 2006;Pickering, 2006).…”

“…Consequently, imposed educational development modalities can give rise to negative feelings in individuals (Knight and Trowler, 2000), decrease their motivation (Mälkki and Lindblom-Ylänne, 2012) and constrain changes in pedagogical practices (Mälkki and Lindblom-Ylänne, 2012;Jääskelä et al, 2017;McGrath, 2017;Tinnell et al, 2019;Kálmán et al, 2020). Moreover, it is generally accepted that initiatives that take place over time are more likely to have a significant impact (Stes et al, 2010;Saroyan and Trigwell, 2015;Ménard et al, 2020). Little research has focused on the longterm effects of educational development activities for university teachers.…”

“…As well as being conducive to reflection, several studies show the contribution of interactions and collaboration in bringing about effective changes in the teaching practices of university teachers (Knight and Trowler, 2000;Ferman, 2002;Mathieson, 2011;Trede et al, 2012). In this regard, conversations with colleagues, whether they occur as part of a formal activity or spontaneously, have been identified as important in the educational development process (King, 2004;Knight et al, 2006;Roxå and Mårtensson, 2009;Bridges, 2012;Thomson, 2013;Thomson and Trigwell, 2018;Tinnell et al, 2019;Kálmán et al, 2020;Ménard et al, 2020). The autonomy at the source of these exchanges would serve as a strong incentive, whether in selecting colleagues for discussions, determining topics, choosing locations, deciding on the timing, and setting the duration of conversations place (Thomson and Trigwell, 2018).…”

“…While studies on the effects of teacher training activities may not extensively address teacher experience, it is worth noting that these activities are primarily designed for new teachers (Pickering, 2006;Ödalen et al, 2019). Note that there seems to be no consensus on the number of years of experience that determines what a novice teacher refers to: <7 years (Stes and van Petegem, 2011b;van Waes et al, 2015), <5 years (Simmons, 2011;Thomas et al, 2011;Wagenheim, 2014), <4 years (Kiffer, 2016), <3 years (Norton et al, 2005;Ménard et al, 2020), <2 years (Warhurst, 2006). As for Bailly et al (2015), novice teachers are not determined by the number of years of experience.…”

“…Studies that have focused on novice teachers have therefore often sought to determine the effects of training provided, and particularly on the evolution of conceptions likely to operate within the framework of such training (Gibbs and Coffrey, 2004;Light et al, 2009;Demougeot-Lebel and Perret, 2010;Stes and van Petegem, 2011a;Bailly et al, 2015;Taylor and Znajda, 2015;Ménard et al, 2020), and to a lesser extent, on the development of a sense of comfort in teaching (Sadler, 2013;Mahon et al, 2022). Researchers have put forward a variety of explanations as to why teachers differ according to their teaching experience.…”