Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants
The new Technopedagogical Disciplinary Knowledge model that we propose integrates different dimensions: discipline (D), personal epistemology (E), pedagogical knowledge (P) and technology knowledge (T). We acknowledge the existence of relationships between the components of the model that can be mor...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Association Internationale de Pédagogie Universitaire
|
| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/821 |
| _version_ | 1797308988061122560 |
|---|---|
| author | Sylviane Bachy |
| author_facet | Sylviane Bachy |
| author_sort | Sylviane Bachy |
| collection | DOAJ |
| description | The new Technopedagogical Disciplinary Knowledge model that we propose integrates different dimensions: discipline (D), personal epistemology (E), pedagogical knowledge (P) and technology knowledge (T). We acknowledge the existence of relationships between the components of the model that can be more or less strong according to the profiles of teachers. All these dimensions are present in teachers’ profiles, but they do not have the same importance. In order to establish the different profiles of teachers we designed a questionnaire to test the component and the relationships. The questionnaire was submitted a first time in order to check if the items were understandable and if the profiles that emerged were reliable based on what we knew of and about the teachers. A second test was carried out based on comparing the answers of university and non-university teachers. The purpose was to test the consistency between groups of items and the correlations between the different dimensions of the model. It appears that the "pedagogical knowledge" dimension is significantly correlated with the other three dimensions (technological knowledge, personal epistemology and discipline). This consolidated framework has help build up education development coaching in teaching practices that imply technology. |
| first_indexed | 2024-03-08T01:19:41Z |
| format | Article |
| id | doaj.art-0136ece4a9ce4fce843c15567cf74418 |
| institution | Directory Open Access Journal |
| issn | 2076-8427 |
| language | fra |
| last_indexed | 2024-03-08T01:19:41Z |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj.art-0136ece4a9ce4fce843c15567cf744182024-02-14T14:27:51ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84273010.4000/ripes.821Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignantsSylviane BachyThe new Technopedagogical Disciplinary Knowledge model that we propose integrates different dimensions: discipline (D), personal epistemology (E), pedagogical knowledge (P) and technology knowledge (T). We acknowledge the existence of relationships between the components of the model that can be more or less strong according to the profiles of teachers. All these dimensions are present in teachers’ profiles, but they do not have the same importance. In order to establish the different profiles of teachers we designed a questionnaire to test the component and the relationships. The questionnaire was submitted a first time in order to check if the items were understandable and if the profiles that emerged were reliable based on what we knew of and about the teachers. A second test was carried out based on comparing the answers of university and non-university teachers. The purpose was to test the consistency between groups of items and the correlations between the different dimensions of the model. It appears that the "pedagogical knowledge" dimension is significantly correlated with the other three dimensions (technological knowledge, personal epistemology and discipline). This consolidated framework has help build up education development coaching in teaching practices that imply technology.https://journals.openedition.org/ripes/821accompagnement pédagogiquesavoir pédagogique disciplinairee-learningmodèle-outil |
| spellingShingle | Sylviane Bachy Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants Revue Internationale de Pédagogie de l’Enseignement Supérieur accompagnement pédagogique savoir pédagogique disciplinaire e-learning modèle-outil |
| title | Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants |
| title_full | Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants |
| title_fullStr | Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants |
| title_full_unstemmed | Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants |
| title_short | Un modèle-outil pour représenter le savoir technopédagogique disciplinaire des enseignants |
| title_sort | un modele outil pour representer le savoir technopedagogique disciplinaire des enseignants |
| topic | accompagnement pédagogique savoir pédagogique disciplinaire e-learning modèle-outil |
| url | https://journals.openedition.org/ripes/821 |
| work_keys_str_mv | AT sylvianebachy unmodeleoutilpourrepresenterlesavoirtechnopedagogiquedisciplinairedesenseignants |