IMPACT DE LA FORMATION ET DE L’ACCOMPAGNEMENT PÉDAGOGIQUE DESTINÉS AUX NOUVEAUX PROFESSEURS D’UNIVERSITÉ SUR LEUR TÂCHE RÉELLE : COMPARAISON INTERNATIONALE (CANADA–FRANCE)

Authors

  • France Gravelle Université du Québec à Montréal
  • Louise Ménard Université du Québec à Montréal
  • Christian Hoffman Université Grenoble-Alpes
  • Geneviève Lameul Université de Rennes 2
  • Denis Bédard Université de Sherbrooke
  • Diane Leduc Université du Québec à Montréal
  • Christian Bégin Université du Québec à Montréal

Keywords:

university professor, prescribed work, actual work, university pedagogy, higher education, pedagogical support

Abstract

Cet article présente une partie des résultats issus d’une recherche qualitative internationale qui a été menée au Canada et en France qui s’intitule « Effets de la formation et de l’accompagnement pédagogiques sur les pratiques des nouveaux professeurs d’université et leurs étudiants ». Considérant que la tâche réelle d’un professeur d’université a été soumise à de nombreux changements depuis ces dernières années, plusieurs universités ont décidé de développer des dispositifs de formation et d’accompagnement pédagogique, afin de préparer les nouveaux professeurs à exercer leurs fonctions. Après quelques années d’existence, peu de recherches portent sur leurs effets. Cet article a pour but de présenter les résultats qui semblent avoir eu un impact sur l’expérience d’enseignement vécue pendant le déroulement de la recherche.

THE IMPACT OF TRAINING AND PEDAGOGICAL COACHING OF NEW UNIVERSITY PROFESSORS ON THEIR ACTUAL WORK: AN INTERNATIONAL COMPARISON (CANADA-FRANCE)

This article presents some of the results of an international qualitative study conducted in Canada and in France entitled “Impacts of training and pedagogical coaching on the practices of new university professors and their students”. Considering that the actual work of a university professor has been subjected to numerous changes over the past few years, many universities have decided to develop training measures and offer pedagogical coaching in order to prepare new university professors to perform their duties. Though these measures have been in effect for several years, few studies have looked at their impacts. The objective of this article is to present the findings that seem to have had an impact on the lived experiences of teaching that occurred over the course of the study. 

Author Biographies

France Gravelle, Université du Québec à Montréal

FRANCE GRAVELLE is a professor in the Department of Education and Pedagogy at the Université du Québec à Montréal (UQAM). Specializing in the management of education and new governance, she is also interested in issues related to digital management, the management of online and hybrid learning, the management of higher education, as well as issues related to the well-being of senior managers of educational institutions. In addition, she is an associate professor at the Institut des sciences, des technologies et des études avancées d’Haïti (STEAH), an associate researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), and a member of the Groupe de recherche interrégional sur l’organisation du travail des directions d’établissement d'enseignement du Québec (GRIDE). She also directed a collective work entitled “Nouvelle gouvernance scolaire-impacts sur l'agir des professionnels de l'enseignement” published in 2020 by the Presses de l’Université du Québec.

Louise Ménard, Université du Québec à Montréal

LOUISE MÉNARD is an associate professor at the Université du Québec à Montréal and a member of the Centre interuniversitaire sur la formation et la profession enseignante. She codirected a collective work entitled “Se former à la pédagogie de l’enseignement supérieur”. Her teaching and research focus on the development of pedagogy that fosters learning and educational success in higher education. For this reason, she is interested in the impacts of pedagogical training and accompaniment on teaching practices and student motivation.

Christian Hoffman, Université Grenoble-Alpes

CHRISTIAN HOFFMAN is a lecturer at the Université Grenoble-Alpes. Since 2018, he conducts his research in the MeTAH (Modèles et Technologies pour l'Apprentissage Humain) team of the Laboratoire d'Informatique of Grenoble. A physicist by training, his current research activities focus on learning and teaching processes in the sciences with IT environments. He is particularly interested in the mechanisms that enable users to adopt digital platforms and in collaborative ways of learning between learners

Geneviève Lameul, Université de Rennes 2

GENEVIÈVE LAMEUL is a professor of the Universités en sciences de l’éducation et de la formation and a co-director of the Centre de recherche sur les apprentissages et la didactique (CREAD) at the Université Rennes2 (France). Head of the Living Lab of the research project DESIR (Développement d’un enseignement supérieur à Rennes), she is particularly interested in participatory research practices. Her main area of study is the professional posturing she perceives in the field of adult training and in the field of higher education pedagogy. With C. Loisy, she co-directed the publication entiteld La pédagogie universitaire à l'heure du numérique, Questionnement et éclairage de la recherche, published by De Boeck Supérieur. More recently, with F. Meyer and S. Bolduc, she coordinated a special issue on telepresence in training in the TELUQ journal Médiations et médiatisations.

Denis Bédard, Université de Sherbrooke

DENIS BÉDARD holds a doctorate in the psychology of education from McGill University (1993) in Canada. He is a full professor in the Education Faculty at the Université de Sherbrooke (Canada). Attached to the Department of Pedagogy, his research focuses mainly on pedagogical and curricular innovation, as well as on teaching and learning in higher education. He also published many articles on the impacts of problem-based learning and on the project-based approach with students and professors of professional training programs. He co-directed the publication entitled “Innover dans l’enseignement supérieur”, published in 2009 by the Presses Universitaires de France.

Diane Leduc, Université du Québec à Montréal

DIANE LEDUC is a full professor in the Department of Didactics at the Université du Québec à Montréal, director of the Observatoire interuniversitaire sur les pratiques innovantes d’évaluation des apprentissages (OPIÉVA), and co-director of the Réseau PAPier. She is interested in pedagogical practices at the postsecondary level, in training for professors, and in learning assessment, particularly in artistic contexts. Co-directed with Sébastien Béland, she published the volume entitled “Regards sur l’évaluation des apprentissages en arts à l’enseignement supérieur” in PUQ. With Carla Barroso da Costa and Isabelle Nizet, she is collaborating on a collective work focusing on the 40 years of measurement and assessment in the francophone community. Initially trained in architecture, her career path reflects a diverse perspective on the disciplines.

Christian Bégin, Université du Québec à Montréal

CHRISTIAN BÉGIN is an associate professor in the Department of Didactics at the Université du Québec à Montréal. His research focuses on the supervisory relationship at the graduate levels, on the adoption of learning strategies by students, and on the causes of pedagogical performance problems in higher education. He has conducted many training activities and published work intended for professors on the supervision of graduate-level students. He has developed activities for students in preparation for university studies in general and for the requirements of master and doctoral level studies in particular. He is currently an advisor on these issues for various university bodies.

Published

2021-02-23

How to Cite

Gravelle, F., Ménard, L., Hoffman, C., Lameul, G., Bédard, D., Leduc, D., & Bégin, C. (2021). IMPACT DE LA FORMATION ET DE L’ACCOMPAGNEMENT PÉDAGOGIQUE DESTINÉS AUX NOUVEAUX PROFESSEURS D’UNIVERSITÉ SUR LEUR TÂCHE RÉELLE : COMPARAISON INTERNATIONALE (CANADA–FRANCE). McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(1). Retrieved from https://mje.mcgill.ca/article/view/9668

Issue

Section

Special Issue - Articles