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Impact d’un nouveau dispositif technologique pour l’enseignement et l’apprentissage sur le développement professionnel des formateurs(trices) d’enseignant(es)

Abstract : World-wide digitalization first of all raised the question of training citizens’ technological literacy, which affected teacher education. Then it led to a rethinking of technology training for teacher educators so that they could serve as role models for pre-service teachers and provide good examples of technology integration in the classroom. In this context, in France, a new technology-enhanced classroom with a video-recording system was created in a French teacher education institute, at the University of Franche-Comté. The aim of our thesis was to study its impact on teacher educators’ educational technology professional development (ETPD). The emerging research field of ETPD focuses on teachers’ professional development as an essential component to ensure pedagogically sound technology use in the classroom (King, 2002), and adopts 3 kinds of theoretical frameworks (technology-based, innovation-based or socio-cultural-based). The design of our applied research relies on the simultaneous mobilization of 3 teacher educator’s postures (as-learner, as-designer, and as-researcher), which have been identified in our systematic literature review as fostering faculty members’ ETPD. Our methodological approach, inspired by grounded theory, relies on mixed data (videos, interviews), collected from 9 teacher educators who engaged into the technology-enhanced classroom, in total autonomy, with one-to-one support or participating in collective activities to foster their ETPD. Data qualitative analysis resulted in 3 case studies. The results describe the changes we observed regarding their attitudes, their practices, and the impact of their changes on their ecosystem. Our results question the relevance of a strategy of radical change versus a strategy of small steps, and reveals the importance of taking acculturation into account in teacher educator’s ETPD process: it is not enough to transform their teaching practice; the acculturation of the ecosystem (including their students’ acculturation) must also be considered. Our results also bring some practical recommendations to support teacher educators’ ETPD more efficiently. We examine the elements of the experimentation that most fostered teacher educators’ ETPD and we identify 3 main roles for teacher educators’ ETPD support, which are associated with three critical stages of their ETPD. Finally, we justify why mobilizing simultaneously, and not successively, the three postures (as-learner, as-designer, and as-researcher) is important to promote teacher educators’ ETPD. In conclusion, we recommend two main avenues for future research: (1) to shift the scientific questioning towards a focus on the acculturation process in teacher educators’ ETPD, and (2) to move towards design-based implementation research, so that sustainability and scalability will be considered as key issues from the beginning of the design process, in future collaborative ETPD and research projects, and in order to focus at the level of schools or school systems as opposed to the level of a single classroom or group of classrooms.
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Submitted on : Friday, April 1, 2022 - 2:51:08 PM
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Sylvie Dumis-Lidolf. Impact d’un nouveau dispositif technologique pour l’enseignement et l’apprentissage sur le développement professionnel des formateurs(trices) d’enseignant(es). Education. Université Bourgogne Franche-Comté, 2021. Français. ⟨NNT : 2021UBFCC026⟩. ⟨tel-03627795⟩



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