Du processus d'implantation au fonctionnement d'une classe flexible au Québec : pérennité post pandémique
Bibliographic record
Abstract
RÉSUMÉ : La classe traditionnelle est remise en question par plusieurs acteurs du milieu de l'éducation (Blyth, 2013; Carignan, 2018; Kennedy, 2017; Nair, 2011; Wulsin, 2013), notamment parce que l'enseignement et l'apprentissage à visée coopérative nécessitent une flexibilité permettant aux élèves et au mobilier de s'adapter facilement aux tâches vécues en classe. Plusieurs praticien.nes se tournent alors vers la classe flexible pour contourner les limites de la classe traditionnelle. Toutefois, des enseignantes évoquent que peu de recherches, de ressources et de formations sont disponibles sur la classe flexible (Leroux et al., 2021). La prolifération rapide des classes flexibles suggère donc un besoin plus grand que jamais de s'engager dans des recherches axées sur le sujet. Celles-ci permettraient de documenter les expériences individuelles afin de mieux guider et soutenir la communauté enseignante dans l'implantation raisonnée d'une classe flexible. Cette dernière permettrait de réfléchir en amont à divers facteurs, notamment la sécurité des élèves, la salubrité du matériel et l'adéquation entre aménagement flexible et pédagogie flexible. Les objectifs de cette présente recherche sont donc de (1) documenter le processus d'implantation d'une classe flexible, de (2) documenter son fonctionnement et (3) d'aborder le contexte post pandémique, considérant que ce contexte a teinté toutes les recherches scientifiques lors de cette période. Cette recherche qualitative interprétative réalisée auprès de sept enseignantes au primaire prend appui sur un cadre d'analyse des pratiques en classe flexible qui est inspiré du concept de situation pédagogique (SOMA) de Legendre (1983). Les résultats obtenus à la suite d'une analyse thématique ont principalement montré que quatre composantes sont à prendre en compte lors de l'implantation d'une classe flexible : les besoins des élèves, les compétences du 21e siècle, la pédagogie flexible et le milieu d'apprentissage flexible. Les résultats de ce présent mémoire nous amènent donc à réfléchir sur la vision globale d'une classe flexible et à ses dérives possibles. -- Mot(s) clé(s) en français : classe flexible, école primaire, pédagogie, aménagement, processus d'implantation, fonctionnement. -- \nABSTRACT : The traditional classroom is being reconsidered by many in the education community (Carignan, 2018; Kennedy, 2017; Nair, 2011; Wulsin, 2013), particularly because cooperative teaching and learning requires flexibility that allows students and furniture to easily adapt to classroom tasks. Many teachers turn to the flexible classroom as a way to work around the limitations of the traditional classroom. However, teachers report that little research, resources, and training are available on the flexible classroom (Leroux et al., 2021). The proliferation of flexible classrooms therefore suggests a greater need than ever to engage in research focused on the topic. Such research would make it possible to document individual experiences in order to better guide and support the teaching community in the reasoned implementation of a flexible classroom. The latter would allow for upstream reflection on a variety of factors, including student safety, the safety of materials, and the suitability between flexible design and flexible pedagogy. The objective of this research is to (1) document the process of implementing a flexible classroom and (2) its functioning, particularly (3) in a post-pandemic context, considering that this context has coloured all scientific research during this period. This interpretative qualitative research was conducted with seven elementary school teachers and is based on a framework for analyzing flexible classroom practices inspired by Legendre's (1983) concept of pedagogical situation. The results obtained from a thematic analysis of seven semi-structured interviews mainly showed that little evidence is currently available to support teachers' practices regarding flexible classes. The results of this paper lead us to reflect on the global vision of a flexible classroom and its possible implications. -- Mot(s) clé(s) en anglais : flexible classroom, elementary school, pedagogy, classroom design, implementation process, operation.
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.006 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.014 | 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".