Le coronavirus comme facteur de rupture : exploration de nouveaux horizons dans le domaine de l’éducation au Nouveau-Brunswick
DOI :
https://doi.org/10.26443/mje/rsem.v60i2.10219Mots-clés :
technologie et éducation, pédagogie, COVID-19, apprentissage mixte, écologie des médiasRésumé
Le coronavirus a entraîné une rupture dans le système scolaire public. Cette étude de cas qualitative et interprétative a examiné la refonte de la pédagogie dans les écoles secondaires du Nouveau-Brunswick provoquée par un virage soudain et marqué vers les technologies numériques en réponse à la pandémie. Les données issues des entrevues menées auprès de huit personnes enseignantes du secondaire ayant enseigné dans un environnement d’apprentissage mixte au cours de la première année complète de la pandémie ont fait l’objet d’une analyse thématique. En prêtant attention aux témoignages et aux expériences des personnes enseignantes, les spécialistes de l’éducation et les responsables de la réforme des programmes scolaires peuvent mieux comprendre l’impact et les répercussions de cet événement éducatif unique.
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