Engagement de professeurs et professeures des écoles dans un projet de robotique et de programmation à l'école primaire: des dispositions individuelles aux traductions de prescriptions institutionnelles.

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Bibliographic Details
Title:	Engagement de professeurs et professeures des écoles dans un projet de robotique et de programmation à l'école primaire: des dispositions individuelles aux traductions de prescriptions institutionnelles.
Authors:	Magogeat, Quentin¹, Chaker, Rawad¹
Source:	Canadian Journal of Education / Revue Canadienne de l'Éducation. printemps2026, Vol. 49 Issue 1, p1-21. 21p.
Subject Terms:	Primary school teachers, Computer programming education, Educational change, Student engagement, Cognition, Science education, Robot programming, Actor-network theory
Abstract (English):	We study how teachers engage, invest in, and appropriate a pedagogical innovation project in school robotics, driven by various institutional guidelines in the French context. Drawing on actor-network theory and the distributed cognition paradigm, we aim to understand how and under what conditions teachers engage in an innovative process involving the use of robots, while meeting the requirements of school curricula regarding computer programming in elementary schools, as well as those of pedagogical scenarios resulting from collective production. To answer this question, we cross two sets of data: Verbatim reports from 12 teachers about their reasons for engaging in the PREP project, and video observations of three cases (3 x 4 sessions) of the pedagogical implementation of school robotics lesson plans. The results show different motives for interest in the project (for training, to have new digital resources, among others), which translate into varying levels of engagement within the classroom. The expressed controversies eventually fade away, leading to the stabilization of new practices in favor of educational robotics in five out of the seven schools involved in the project, beyond the experimental period. [ABSTRACT FROM AUTHOR]
Abstract (French):	Nous étudions la manière dont des enseignantes s'engagent, s'investissent et s'approprient un projet d'innovation pédagogique en robotique scolaire porté par différentes prescriptions institutionnelles dans le contexte français. Convoquant la théorie de l'acteur-réseau et le paradigme de la cognition distribuée, nous cherchons à comprendre comment et à quelles conditions, les enseignantes s'engagent dans un processus d'innovation visant l'utilisation de robots, tout en satisfaisant les exigences portées par les programmes scolaires en matière de programmation informatique à l'école primaire, ainsi que celles des scénarios pédagogiques issus d'une production collective. Pour répondre à cette question, nous triangulons deux jeux de données : des verbatim auprès de 12 enseignantes portant sur leurs motifs d'engagement dans le projet PREP, et des observations vidéo de trois cas (3 x 4 séances) de mise en œuvre pédagogique des scénarios de robotique scolaire. Les résultats montrent des motifs d'« intéressement » différents dans le projet (pour se former ou pour disposer de ressources numériques nouvelles, notamment), qui se traduisent en degrés d'engagement différenciés au sein de la salle de classe. Les controverses exprimées finissent par s'estomper, favorisant - pour cinq écoles sur les sept participant au projet - une stabilisation de nouvelles pratiques en faveur de la robotique pédagogique au-delà de la temporalité de l'expérimentation. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	We study how teachers engage, invest in, and appropriate a pedagogical innovation project in school robotics, driven by various institutional guidelines in the French context. Drawing on actor-network theory and the distributed cognition paradigm, we aim to understand how and under what conditions teachers engage in an innovative process involving the use of robots, while meeting the requirements of school curricula regarding computer programming in elementary schools, as well as those of pedagogical scenarios resulting from collective production. To answer this question, we cross two sets of data: Verbatim reports from 12 teachers about their reasons for engaging in the PREP project, and video observations of three cases (3 x 4 sessions) of the pedagogical implementation of school robotics lesson plans. The results show different motives for interest in the project (for training, to have new digital resources, among others), which translate into varying levels of engagement within the classroom. The expressed controversies eventually fade away, leading to the stabilization of new practices in favor of educational robotics in five out of the seven schools involved in the project, beyond the experimental period. [ABSTRACT FROM AUTHOR]
ISSN:	03802361
DOI:	10.53967/cje-rce.6713