Vers l'identification d'une relation entre les représentations de la pédagogie et de l'usage des TIC chez des formateurs d'enseignants
Bibliographic record
Abstract
The following article is about a study in the field of the pedagogical integration of ICT. It proposes an examination of the relationship that can exist between a model of pedagogy and a model of the use of ICT. A case study has been conducted with a group of teacher educators, to focus on the relationship emerging from teacher educator’s conceptions of pedagogy and their use of ICT. Participants were recruited from a university faculty of education. They had to use ICT in at least one component of their course in an online teaching context. We conducted semi- structured interviews that were analyzed using a model of pedagogy and a model of the use of ICT in education. Our participants’ discourses have been analyzed according to the pedagogy scales proposed by Trigwell and Prosser (2006) and according to the Desjardins’s (2005) categories of competencies. A systematic analysis of the content allowed two relationships to emerge in the teacher educators’ conceptualizations. The first relationship lies between a student centered / process oriented pedagogy and a social use of ICT. The second relationship lies between a student centered / product oriented pedagogy and an informational and technical use of ICT. These relationships are not mutually exclusive practices, but an explanation of the manner in which pedagogy and ICT can interact at a theoretical level. This explanation contributes in deepening our comprehension of the interaction between the concept of “pedagogy” and the concept of “ICT”, which will then allow us to undertake a reflection on the recommendations that can help improve practices. Key words : Teacher educators, conceptions, approaches to pedagogy, use of ICT, pedagogical integration of ICT.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".