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La construction de la relation pédagogique à distance : Étude d'un dispositif de télécollaboration au sein d'un monde virtuel pour la formation des enseignants de FLE

Abstract : This research focuses on the integration of Information and Communication Technology (ICT) in the initial training of teachers of French as a Foreign Language and on pedagogical communication. Our work examines the contribution of a telecollaborative project (SLIC: Second Life Interculturel). This project involved students from Université Blaise Pascal (Clermont-Ferrand, France) enrolled in a Master's program in French language teaching using ICT and advanced-level undergraduate students of French from Carnegie Mellon University (Pittsburgh, United States). For all SLIC participants, the main objective was the development of intercultural communicative skills through collaborative tasks in the virtual world Second Life. This project was designed to take two important aspects of teacher training into consideration: active and reflexive learning. The aim of this thesis is to understand how students manage to develop pedagogical relationships online when involved in a telecollaborative project using a virtual world and how the teachers in training adopt the role of discussion leader. This study has two goals: firstly, a descriptive one, analyzing tasks and online interactions in order to better understand the actions of participants, as well as the relationships they build. Secondly, this thesis has a praxeological aim since the results allow us to identify some elements for reflection concerning the improvement of ICT integration in teacher training. The Computer-Assisted Language Learning domain provides the theoretical background for this thesis. The latter draws on theoretical foundations in interaction analysis and sociology. We use the interactionnist model of the interpersonal relationship considering two dimensions: a vertical dimension which concerns the rank system (hierarchy vs. equality) and a horizontal dimension (distance vs. closeness). We adopted an ethnographic approach. We collected and structured data into a LEarning and TEaching Corpus (LETEC) in order to analyze them in context. We crossed-analyzed different data types from the perspectives of the participants, adopting a "data first" procedure. First, we studied the context, looking at the students' characteristics, their expectations, the learning design and the way they occupied the interactional space during their working sessions in Second Life. Then, we analyzed their mutual positioning by examining the way in which the participants present themselves and the mutual perceptions they had of the role(s) played by each member of the group. Finally, we studied the gaps between prescription, perception and the realization of two collaborative tasks. Our research allowed us to highlight the complexity of the development of online pedagogical relationships between teachers in training and learners of French. We showed that the teachers in training tended to create a hierarchical relationship while trying to develop some closeness. The learners of French accepted the hierarchical dimension but kept their distances. Hence, we were able to identify the construction of a learning contract very close to what is usually observed in an institutional context in which the roles of the teacher and the student are heavily marked.
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Submitted on : Tuesday, March 3, 2015 - 1:11:18 PM
Last modification on : Wednesday, February 24, 2021 - 1:32:03 PM
Long-term archiving on: : Thursday, June 4, 2015 - 10:25:53 AM


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  • HAL Id : tel-01121894, version 1



Aurélie Bayle. La construction de la relation pédagogique à distance : Étude d'un dispositif de télécollaboration au sein d'un monde virtuel pour la formation des enseignants de FLE. Education. Université Blaise Pascal - Clermont-Ferrand, 2014. Français. ⟨tel-01121894⟩



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