Distance Practicum Supervision Using Digital: Collaboration between supervisors and school actors for the accompaniment of trainees with a link of employment in secondary education
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Abstract
When the teaching practicum supervision is done remotely, the collaborative approach of the actors of the university and those of the school necessitates adjustments, or even new ways of doing to help a dialogue favorable to the professional development of the trainees. While this collaboration presents both opportunities and limitations for "presence" in distance learning, our research reveals some characteristics in a particular context. The purpose of this research was initially the feeling of presence of trainees supervised remotely; this article is devoted to the collaboration between supervisors and school stakeholders using information and communication technologies (ICTs) that emerged during the data analysis. According to Henri and Lundgren-Cayrol's (2001) collaborative distance learning framework, we will come up with a support group in which collaboration involves teaching, cognitive and social interactions in an online environment that brings together the trainee, the supervisor, the actors of the school and others.
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