Abstracts
Résumé
Cette étude portait sur l’effet d’un programme de formation malléable sur le sentiment d’efficacité personnelle et les pratiques pédagogiques des enseignantes et enseignants universitaires en formation à distance pendant la pandémie de COVID-19. Les formations étaient axées sur le développement des compétences en enseignement à distance en incluant des activités réflexives et collaboratives. Les résultats ont été collectés auprès de 71 personnes participantes avant la pandémie, 234 avant les formations, 224 deux semaines après les formations et 41 plusieurs mois après. Les résultats ont montré que le programme a eu un effet significatif positif sur le sentiment d’efficacité personnelle des enseignants et enseignantes et sur certaines dimensions de leurs pratiques pédagogiques. Cette étude suggère que les programmes de formation malléables peuvent les aider dans leur transition vers l’enseignement à distance.
Mots-clés :
- Formation à distance,
- sentiment d’efficacité personnelle,
- pratiques pédagogiques,
- formation de type malléable,
- développement professionnel
Abstract
This study investigated the effect of a malleable training program on university teachers’ self-efficacy and teaching practices in distance education during the COVID-19 pandemic. Trainings sessions focused on developing distance education skills through reflective and collaborative activities among others. Results were collected from 71 participants before the pandemic, 234 before the trainings, 224 two weeks after the trainings, and 41 several months later. Results showed that the program had a significant positive effect on the teachers’ sense of self-efficacy and on some aspects of their teaching practices. This study suggests that malleable training programs can help teachers in their transition to distance education.
Keywords:
- Distance education,
- self‑efficacy beliefs,
- pedagogical practices,
- malleable-type training
Appendices
Références
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