Déviation et changement : l’expérience vécue des professeurs Canadiens qui ont enseigné lors de la pandémie
DOI :
https://doi.org/10.26443/mje/rsem.v58i2.10109Mots-clés :
pandemic, communities of practice, emergency teaching, remote teaching, higher educationRésumé
Pendant la pandémie de COVID-19, qui a commencé à impacter les universités et collèges canadiens dès mars 2020, les éducateurs ont dû effectuer une transition soudaine vers l’enseignement à distance; la pandémie a continué à affecter l’enseignement supérieur jusqu’en 2022. À travers des entrevues interactives, les auteurs ont tissé ensemble les expériences individuelles d’enseignants de l’enseignement supérieur à travers le Canada et ont constaté que ces enseignants ont été confrontés à des défis sans précédent, ainsi qu’à des avantages inattendus. Basés sur le modèle de la théorie polyvagale de Porges (1995), les auteurs suggèrent que les communautés de pratique numériques (Donaldson 2020) ont fourni un site d’engagement social essentiel pour atténuer le traumatisme en ces temps sans précédent.
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