« Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe !
The practice known as the "flipped classroom" was developed around 2006. Less than ten years later, this practice is enjoying a certain craze. This craze is shown in France by the creation in 2014 of the collective Inversons la classe! which is devoted to training in the practices of the f...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2022-01-01
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| Series: | Recherches en Éducation |
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| Online Access: | http://journals.openedition.org/ree/10250 |
| _version_ | 1811228619282841600 |
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| author | Sylvie Mas |
| author_facet | Sylvie Mas |
| author_sort | Sylvie Mas |
| collection | DOAJ |
| description | The practice known as the "flipped classroom" was developed around 2006. Less than ten years later, this practice is enjoying a certain craze. This craze is shown in France by the creation in 2014 of the collective Inversons la classe! which is devoted to training in the practices of the flipped classroom approach. The phenomenon of online communities and the interest of research for professional development in these spaces is not new. However, it is renewed with the rise of the social web and its uses by teachers and teachers' collectives. Many studies question the interest of professional interactions on digital social networks for professional development. Our data consist of activity traces from digital social networks and an interview. They allow us to describe an individual trajectory of participation in relation to the selected professional development indicators. Our results indicate that reported changes in practice were not socially constructed during discussions with other participants. They rather reveal a progressive engagement in a process of identity negotiation. Therefore, the teacher gradually finds the recognition of the collective, thanks of the relationship built with a main figure of the Network. |
| first_indexed | 2024-04-12T10:01:07Z |
| format | Article |
| id | doaj.art-acff681951d24bc88e5918d7d57bcf98 |
| institution | Directory Open Access Journal |
| issn | 1954-3077 |
| language | fra |
| last_indexed | 2024-04-12T10:01:07Z |
| publishDate | 2022-01-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj.art-acff681951d24bc88e5918d7d57bcf982022-12-22T03:37:34ZfraNantes UniversitéRecherches en Éducation1954-30772022-01-014610.4000/ree.10250« Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe !Sylvie MasThe practice known as the "flipped classroom" was developed around 2006. Less than ten years later, this practice is enjoying a certain craze. This craze is shown in France by the creation in 2014 of the collective Inversons la classe! which is devoted to training in the practices of the flipped classroom approach. The phenomenon of online communities and the interest of research for professional development in these spaces is not new. However, it is renewed with the rise of the social web and its uses by teachers and teachers' collectives. Many studies question the interest of professional interactions on digital social networks for professional development. Our data consist of activity traces from digital social networks and an interview. They allow us to describe an individual trajectory of participation in relation to the selected professional development indicators. Our results indicate that reported changes in practice were not socially constructed during discussions with other participants. They rather reveal a progressive engagement in a process of identity negotiation. Therefore, the teacher gradually finds the recognition of the collective, thanks of the relationship built with a main figure of the Network.http://journals.openedition.org/ree/10250pedagogy: methods and toolschange and innovationICT and digitalteacher trainingprofessionalizationautonomy and socialization |
| spellingShingle | Sylvie Mas « Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe ! Recherches en Éducation pedagogy: methods and tools change and innovation ICT and digital teacher training professionalization autonomy and socialization |
| title | « Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe ! |
| title_full | « Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe ! |
| title_fullStr | « Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe ! |
| title_full_unstemmed | « Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe ! |
| title_short | « Devenir inverseur ». Trajectoire de participation d’une enseignante à un tweetchat animé par le collectif Inversons la classe ! |
| title_sort | devenir inverseur trajectoire de participation d une enseignante a un tweetchat anime par le collectif inversons la classe |
| topic | pedagogy: methods and tools change and innovation ICT and digital teacher training professionalization autonomy and socialization |
| url | http://journals.openedition.org/ree/10250 |
| work_keys_str_mv | AT sylviemas devenirinverseurtrajectoiredeparticipationduneenseignanteauntweetchatanimeparlecollectifinversonslaclasse |