Promouvoir la co-construction des connaissances des enseignants en formation ou en service à travers un projet interculturel télécollaboratif

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Caterina Ciampi
Keven Doyon-Lacasse
Sabrina Priego
Min-Hsun Chiang
Meei-Ling Liaw

Résumé

Cet article présente les résultats d’un projet interculturel de télécollaboration entre quatre enseignants de langue seconde ou étrangère en formation ou en service. L’étude cherchait à analyser comment les savoirs étaient co-construits entre les membres de l’équipe via la négociation sociale en ligne. Les données, constituées de deux transcriptions de conversations ayant eu lieu sur la plateforme de conférence Skype, ont été analysées à l’aide d’une taxonomie adaptée du modèle de Gunawardena, Lowe et Anderson (1997). Les résultats ont montré que le plus grand nombre d’énoncés (62%) correspondaient à la Phase I (Partage/comparaison d’information) et que peu d’énoncés correspondaient à des phases avancées (Phases IV et V) de négociation de sens. Ces résultats soulèvent des interrogations quant à la conception de la tâche, à sa structure et à son contenu de sorte à favoriser des échanges de négociation de sens de niveaux supérieurs et à prévenir un potentiel manque d’implication.

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Ciampi, C., Doyon-Lacasse, K., Priego, S., Chiang, M.-H., & Liaw, M.-L. (2018). Promouvoir la co-construction des connaissances des enseignants en formation ou en service à travers un projet interculturel télécollaboratif. Médiations Et médiatisations, 1(1), 34-49. https://doi.org/10.52358/mm.v1i1.56
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