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首页> 外文学位 >Effets d'un dispositif de formation exploitant des videos d'exemples de pratiques sur le developpement d'une competence professionnelle chez des enseignants du primaire.
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Effets d'un dispositif de formation exploitant des videos d'exemples de pratiques sur le developpement d'une competence professionnelle chez des enseignants du primaire.

机译：使用实例视频的培训系统对小学教师专业能力发展的影响。

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摘要

The objective of this study was to evaluate the effect of a web-based professional teacher development application called "Zooming in on Teaching Expertise". More precisely, our aim was to evaluate the effect of a training course entailing examples of practice on video and created within the application. In particular, the study focused on participating elementary school teachers' learning and their intentions to modify their practice with respect to the professional competency: "To pilot teaching/learning situations".;To examine these questions, we developed a training course that was then undertaken by six teachers. These teachers also participated in two semi-structured interviews and shared notes taken during training. Grounded in an evaluation based theoretical framework, the following three research questions emerged and were pursued: First, in what ways did the model have an effect on the development of the teacher competency it was intended for? Second, what was its effect on teachers' intentions to change their practice? And third, in what ways could the professional teacher development application be improved in better supporting teachers' professional development? This framework was later used to guide the analysis and interpretation of the data collected.;A substantial amount of data was collected, enabling us to document and increase our understanding of the role of this web-based video mediated application. This allowed us to confirm the positive effect of online video based professional teacher development applications. In particular, we observed that the teachers were able to define the components of the targeted competency more clearly. The participants confirmed having learned from the video examples and training and expressed the intention to bring change in their own practice. All teachers greatly appreciated the training course and its videos, particularly the opportunity to observe peers who struggled like them, and to explore ways of putting the knowledge into practice in their own classrooms. In addition, the participants' comments and suggestions helped identify areas for improvement of the application, such as reducing the number of videos and competency elements presented, or increasing the complementary educational content accompanying the videos. These suggestions for improvement should however still be further explored and discussed, and may lead to new research questions and further follow-up studies.;Keywords In-service Teacher Education; Professional Development; Multimedia; Information and Communication Technologies; Learning; Teaching; Modeling; Video Cases; Change of Practice; Professional Competency.;The education reform that has been progressively introduced since 2001 has been changing the direction of teacher training considerably. Its success relies particularly on the acquisition of new professional competencies that are often difficult to develop for in-service teachers. However, the training methods in place at the start of the reform did not seem to be meeting this need as well as expected. The web-based application used in this research project was developed to support teachers embrace this pedagogical renewal by proposing new training strategies based primarily on the observation and analysis of filmed practices, along with a variety of tools aimed at stimulating reflection on the teaching practice itself. The application emerged along others with a similar nature. Yet, still today, little is known about their effectiveness on the professional development of teachers.
机译：这项研究的目的是评估基于网络的专业教师发展应用程序的作用，该应用程序称为“扩大教学专业知识”。更准确地说，我们的目的是评估一个培训课程的效果，该课程要求在视频中创建实例并在应用程序中创建。该研究尤其关注参与的小学教师的学习及其在专业能力方面的改变其意图的意图：“试点教学/学习情况”。为了研究这些问题，我们开发了一个培训课程，然后由六位老师承担。这些老师还参加了两次半结构化访谈，并分享了培训期间的笔记。在基于评估的理论框架的基础上，出现并追寻了以下三个研究问题：首先，该模型以什么方式对它所期望的教师能力的发展产生了影响？其次，它对教师改变实践的意图有什么影响？第三，可以通过哪些方式改进专业教师发展的应用，以更好地支持教师的职业发展？该框架随后被用来指导对所收集数据的分析和解释。收集了大量数据，使我们能够记录并加深对基于Web的视频中介应用程序的作用的了解。这使我们能够确认基于在线视频的专业教师发展应用程序的积极作用。尤其是，我们观察到教师能够更清晰地定义目标能力的组成部分。参加者确认从视频示例和培训中学到了东西，并表示打算改变自己的做法。所有的老师都非常赞赏培训课程及其视频，特别是有机会观察像他们一样挣扎的同龄人，并探索在自己的教室中实践知识的方法。此外，参与者的意见和建议有助于确定应用程序的改进领域，例如减少视频的数量和显示的能力要素，或增加视频随附的补充教育内容。然而，这些改进建议仍需进一步探讨和讨论，并可能导致新的研究问题和进一步的后续研究。专业发展；多媒体;信息和通信技术；学习;教学;造型;录像带；改变惯例；专业能力。自2001年以来逐步进行的教育改革已经大大改变了教师培训的方向。它的成功尤其取决于获得新的专业能力，这对于在职教师来说通常很难发展。但是，改革开始时采用的培训方法似乎并不能满足预期的要求。此研究项目中使用的基于网络的应用程序的开发旨在通过主要基于对电影实践的观察和分析提出新的培训策略以及各种旨在激发对教学实践本身进行反思的工具，来提出新的培训策略，以支持教师接受这种教学更新。 。该应用程序与具有类似性质的其他应用程序一起出现。然而，直到今天，人们对它们对教师专业发展的有效性知之甚少。

著录项

  • 作者

    Meyer, Florian.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Teacher education.;Educational technology.;Multimedia communications.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 362 p.
  • 总页数 362
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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