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SUPERVISION DE STAGE À DISTANCE EN ENSEIGNEMENT : MOBILISER LA PRÉSENCE COGNITIVE À L’AIDE DU NUMÉRIQUE.

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Title: SUPERVISION DE STAGE À DISTANCE EN ENSEIGNEMENT : MOBILISER LA PRÉSENCE COGNITIVE À L’AIDE DU NUMÉRIQUE.
Alternate Title: SUPERVISING TEACHING INTERNSHIPS AT A DISTANCE: MOBILIZING COGNITIVE PRESENCE USING DIGITAL TECHNOLOGY.
Authors: PETIT, MATTHIEU1 matthieu.petit@usherbrooke.ca, BABIN, JULIE1 julie.babin@usherbrooke.ca, DESROCHERS, MARIE-ÈVE1 Marie-Eve.Desrochers@USherbrooke.ca
Source: McGill Journal of Education. Fall2025, Vol. 59 Issue 3, p263-285. 23p.
Subject Terms: *Internship programs, Digital technology, Supervision, Mental work, Thematic analysis, Cooperativeness, Social support, Supervisors
Geographic Terms: Québec (Québec)
Abstract (English): In teacher training programs, internship supervision can be done online, while promoting a remote presence thanks to digital devices, which are now essential. However, how do university supervisors (US) adjust their practices to ensure a cognitive presence that supports trainees supervised via digital technology? A few answers emerge from interviews conducted with US in Quebec. The thematic analysis of their remarks, based on indicators of cognitive presence, indicate that the mediatization of supervision can promote collaboration between peers, accentuate the mediating role of US (towards higher levels of cognition), and open up parallel avenues of socio-emotional support. [ABSTRACT FROM AUTHOR]
Abstract (French): Dans les programmes de formation à l’enseignement, la supervision de stage peut se réaliser en ligne, tout en favorisant une présence à distance grâce aux dispositifs numériques, de nos jours incontournables. Or, comment les personnes superviseures universitaires (PSU) ajustent-elles leurs pratiques au service de la présence cognitive avec des cohortes de stagiaires en enseignement supervisé·e·s à l’aide du numérique? Quelques réponses émergent d’entretiens réalisés auprès de PSU du Québec. L’analyse thématique de leurs propos, notamment appuyée sur des indicateurs de présence cognitive, témoigne du fait que la médiatisation de la supervision peut favoriser la collaboration entre pairs, accentuer le rôle de médiateur des PSU (vers de plus hauts niveaux de cognition) et ouvrir des voies parallèles de soutien socioaffectif. [ABSTRACT FROM AUTHOR]
Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: SUPERVISION DE STAGE À DISTANCE EN ENSEIGNEMENT : MOBILISER LA PRÉSENCE COGNITIVE À L’AIDE DU NUMÉRIQUE.
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  Data: SUPERVISING TEACHING INTERNSHIPS AT A DISTANCE: MOBILIZING COGNITIVE PRESENCE USING DIGITAL TECHNOLOGY.
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  Data: <searchLink fieldCode="AR" term="%22PETIT%2C+MATTHIEU%22">PETIT, MATTHIEU</searchLink><relatesTo>1</relatesTo><i> matthieu.petit@usherbrooke.ca</i><br /><searchLink fieldCode="AR" term="%22BABIN%2C+JULIE%22">BABIN, JULIE</searchLink><relatesTo>1</relatesTo><i> julie.babin@usherbrooke.ca</i><br /><searchLink fieldCode="AR" term="%22DESROCHERS%2C+MARIE-ÈVE%22">DESROCHERS, MARIE-ÈVE</searchLink><relatesTo>1</relatesTo><i> Marie-Eve.Desrochers@USherbrooke.ca</i>
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  Data: <searchLink fieldCode="JN" term="%22McGill+Journal+of+Education%22">McGill Journal of Education</searchLink>. Fall2025, Vol. 59 Issue 3, p263-285. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+work%22">Mental work</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperativeness%22">Cooperativeness</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisors%22">Supervisors</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Québec+%28Québec%29%22">Québec (Québec)</searchLink>
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  Label: Abstract (English)
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  Data: In teacher training programs, internship supervision can be done online, while promoting a remote presence thanks to digital devices, which are now essential. However, how do university supervisors (US) adjust their practices to ensure a cognitive presence that supports trainees supervised via digital technology? A few answers emerge from interviews conducted with US in Quebec. The thematic analysis of their remarks, based on indicators of cognitive presence, indicate that the mediatization of supervision can promote collaboration between peers, accentuate the mediating role of US (towards higher levels of cognition), and open up parallel avenues of socio-emotional support. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Dans les programmes de formation à l’enseignement, la supervision de stage peut se réaliser en ligne, tout en favorisant une présence à distance grâce aux dispositifs numériques, de nos jours incontournables. Or, comment les personnes superviseures universitaires (PSU) ajustent-elles leurs pratiques au service de la présence cognitive avec des cohortes de stagiaires en enseignement supervisé·e·s à l’aide du numérique? Quelques réponses émergent d’entretiens réalisés auprès de PSU du Québec. L’analyse thématique de leurs propos, notamment appuyée sur des indicateurs de présence cognitive, témoigne du fait que la médiatisation de la supervision peut favoriser la collaboration entre pairs, accentuer le rôle de médiateur des PSU (vers de plus hauts niveaux de cognition) et ouvrir des voies parallèles de soutien socioaffectif. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190420477
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        Value: 10.26443/mje/rsem.v59i3.10156
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        Text: French
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      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Digital technology
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Mental work
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Cooperativeness
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      – SubjectFull: Social support
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      – SubjectFull: Supervisors
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      – SubjectFull: Québec (Québec)
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      – TitleFull: SUPERVISION DE STAGE À DISTANCE EN ENSEIGNEMENT : MOBILISER LA PRÉSENCE COGNITIVE À L’AIDE DU NUMÉRIQUE.
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              Text: Fall2025
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