Quelle appréciation de la formation à distance aujourd'hui? Le point de vue de quelques enseignants en contexte postpandémique.
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| Title: | Quelle appréciation de la formation à distance aujourd'hui? Le point de vue de quelques enseignants en contexte postpandémique. |
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| Alternate Title: | How is distance education viewed today? The opinions of some teachers in a post-pandemic context. ¿Cómo se evalúa hoy la enseñanza a distancia? El punto de vista de algunos docentes en un contexto pospandémico. Como é que se avalia hoje o ensino a distância? O ponto de vista de alguns professores num contexto pós-pandémico. |
| Authors: | Papi, Cathia1 cathia.papi@teluq.ca |
| Source: | Mediations & Mediatizations / Médiations et Médiatisations. dec2024, Issue 19, p174-182. 9p. |
| Subject Terms: | *Distance education, *Teachers, Pandemics, Acquisition of data, Public health |
| Abstract (English): | The pandemic was an opportunity for many teachers to discover or deepen their knowledge and skills in distance education (DE). Whether they already had experience or not, they had to make the urgent transition from face-to-face to distance teaching to adapt to the demands of public health measures. In the process, representations and opinions about DE evolved. While the urgency with which the transition to DE was made could have worsened teachers' views of this mode of education, on the opposite some data collected during a survey tend to show an increase in appreciation of it at all levels of education. However, opinions are not consistent, and it is possible to question the representativeness of the respondent sample as well as the links between representations and practices. This article merely opens a discussion that deserves to be continued in light of other data. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La pandemia fue una oportunidad para que muchos profesores descubrieran o profundizaran sus conocimientos y competencias en la enseñanza a distancia (EAD). Tanto si ya tenían experiencia como si no, tuvieron que hacer la transición urgente de la presencialidad a la enseñanza a distancia para adaptarse a las exigencias de las medidas sanitarias. Al hacerlo, las representaciones y opiniones relativas a la EAD han evolucionado. Si bien la urgencia con la que se efectuó el paso a la EAD podría haber empeorado la opinión de los profesores sobre este método de educación, algunos datos recogidos durante una encuesta tienden, por el contrario, a revelar un aumento de la apreciación de este en todos los niveles educativos. Sin embargo, las opiniones no son uniformes y es posible cuestionar la representatividad de la muestra de encuestados y los vínculos entre representaciones y prácticas. Este artículo no pretende más que abrir un debate que merece proseguirse a la luz de otros datos. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | La pandémie a été l'occasion, pour beaucoup d'enseignants, de découvrir ou d'approfondir leurs connaissances et compétences en formation à distance (FAD). Qu'ils aient déjà de l'expérience ou non, il a fallu passer dans l'urgence de la présence à la distance pour s'adapter aux exigences des mesures sanitaires. Ce faisant, les représentations et opinions concernant la FAD ont pu évoluer. Alors que l'urgence dans laquelle s'est opéré le passage à la FAD pourrait avoir détérioré le point de vue des enseignants concernant ce mode de formation, quelques données recueillies lors d'un sondage tendent au contraire à révéler un accroissement de l'appréciation de celui-ci à tous les ordres d'enseignement. Cependant, les avis ne sont pas uniformes et il est possible de s'interroger sur la représentativité de l'échantillon de répondants ainsi que sur les liens entre représentations et pratiques. Cet article ne fait ainsi qu'ouvrir une discussion qui mériterait d'être poursuivie à la lumière d'autres données. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A pandemia constituiu uma oportunidade para muitos professores descobrirem ou aprofundarem os seus conhecimentos e competências em matéria de ensino a distância (EaD). Quer já tivessem experiência ou não, os professores tiveram de fazer a transição urgente da presença para a distância, a fim de se adaptarem às exigências das medidas de saúde. Ao fazê-lo, as representações e opiniões relativas à EaD podem ter evoluído. Se a urgência com que foi feita a passagem para a EaD poderia ter piorado a opinião dos professores sobre este método de formação, alguns dados recolhidos durante um inquérito tendem, pelo contrário, a revelar um aumento da sua apreciação em todos os níveis de ensino. No entanto, as opiniões não são uniformes e é possível questionar a representatividade da amostra de inquiridos e as relações entre representações e práticas. Este artigo apenas abre uma discussão que merece ser aprofundada à luz de outros dados. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The pandemic was an opportunity for many teachers to discover or deepen their knowledge and skills in distance education (DE). Whether they already had experience or not, they had to make the urgent transition from face-to-face to distance teaching to adapt to the demands of public health measures. In the process, representations and opinions about DE evolved. While the urgency with which the transition to DE was made could have worsened teachers' views of this mode of education, on the opposite some data collected during a survey tend to show an increase in appreciation of it at all levels of education. However, opinions are not consistent, and it is possible to question the representativeness of the respondent sample as well as the links between representations and practices. This article merely opens a discussion that deserves to be continued in light of other data. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25620630 |
| DOI: | 10.52358/mm.vi19.437 |
