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Des éléments de corpus pour comprendre les représentations sur le numérique en contexte polynésien : préalables à la conception d’un dispositif de formation des enseignants du 1er degré

Abstract : Research in the field of education and teacher training emphasizes that the benefits of digital technology depend especially on preconditions, which are teacher representations (positive or negative), the status of digital technology at school, and the nature of teachers’ skills. These reflections led us to consider representations as an important construct to study with regard to their subsequent impact on the teachers’ attitudes and classroom practices, as well as their possible influence on the design of preservice and in-service teacher training programs. This study describes the first part of a longitudinal research work, which aimed at collecting a group of primary school teachers’ representations on the use of digital tools in the French Polynesian context. The research methodology was based on grounded theory and employed the axial manual coding and theoretical saturation techniques. The study used inductive and iterative analysis processes and attempted to find answers to the following research questions: To what extent do the teachers know and use digital tools? How do they make use of them in their personal development and in the classroom? What do the teachers feel about the use of digital tools in their teaching? How do they make use of digital learning environments and /or online learning environments?
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Rodica Ailincai, Zehra Gabillon, Séverine Ferrière. Des éléments de corpus pour comprendre les représentations sur le numérique en contexte polynésien : préalables à la conception d’un dispositif de formation des enseignants du 1er degré. Contextes et Didactiques, Université des Antilles/ESPE, 2018, ⟨10.4000/ced.1003⟩. ⟨halshs-02540847⟩

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