Résumés
Résumé
Cet article met en lumière les expériences d’apprentissage de 21 membres du personnel enseignant qui ont suivi une formation Bricoleur (Maker) de cinq jours. Nos analyses, fondées sur des données multimodales (gazouillis, cartes de réflexion et messages Padlet) et des entrevues, nous permettent de proposer un modèle de formation Bricoleur, destiné au personnel enseignant, qui souligne l’importance de : s’orienter vers la communauté, se situer dans un espace bricoleur, collaborer, explorer et bricoler, réfléchir, construire son identité et s’engager avec des recherches. Notre étude fait ainsi avancer les réflexions théoriques sur cette question en partageant les expériences d’apprentissage de nos participants.
Mots-clés :
- mouvement Bricoleur,
- développement professionnel,
- formation continue,
- personnel enseignant,
- Maker
Abstract
This article highlights the learning experiences of 21 educators who participated in a five-day professional development workshop focused on Making. Based on our analyses of multimodal artefacts (Tweets, reflection cards, and Padlet messages) and of semi-structured interview transcripts, we propose a Maker professional development model for educators. The model emphasizes the importance of professional learning informed by community, that is situated in a physical Makerspace, and that emphasizes collaboration, exploration, Making, reflection, opportunities to construct one’s identity, and to engage with research. Based on the learning experiences shared by our participants, we also advance theoretical reflections on the complexities of Maker professional development.
Keywords:
- maker movement,
- professional development,
- teacher education,
- teacher
Resumen
Este artículo pone de manifiesto las experiencias de aprendizaje de 21 miembros del personal docente que siguieron una formación Manitas (Bricoleur en francés y Maker en inglés), ofrecida durante cinco días. Nuestros análisis, basados en datos multimodales (tweets, mapas de reflexión y mensajes Padlet) y entrevistas, nos permiten proponer un modelo de formación Manitas, destinado al personal docente, que subraya la importancia de: orientarse hacia la comunidad, situarse en un espacio de construcción, colaborar, explorar y bricolar, reflexionar, construir su identidad e implicarse con investigaciones. Nuestro estudio permite así avanzar las reflexiones teóricas sobre esta pregunta, compartiendo las experiencias de aprendizaje de nuestros participantes.
Palabras clave:
- movimiento Manitas (Bricoleur),
- desarrollo profesional,
- formación continua,
- personal docente,
- Maker
Parties annexes
Bibliographie
- Birks, M., Chapman, Y. et Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of research in nursing, 13(1), 68-75.
- Blackley, S., Sheffield, R., Maynard, N., Koul, R. et Walker, R. (2017). Makerspace and reflective practice: Advancing pre-service teachers in STEM education. Australian journal of teacher education, 42(3), 22-37.
- Blais, M. et Martineau, S. (2006). L’analyse inductive générale. Comment extraire le sens derrière les données brutes. Recherches qualitatives, 26(2), 1-18.
- Bosqué, C. (2016). Des FabLabs dans les marges : détournements et appropriations. Journal des anthropologues, 142-143, 49-76.
- Bosqué, C., Noor, O. et Ricard, L. (2014). Fablabs, etc. Les nouveaux lieux de fabrication numérique. Éditions Eyrolles.
- Bradley, B. et Reinking, D. (2011). Enhancing research and practice in early childhood through formative and design experiments. Early child development and care, 181, 305-319.
- Brahms, L. (2014). Making as a learning process: Identifying and supporting family learning in informal settings (thèse de doctorat). University of Pittsburg.
- Brown, J. S., Collins, A. et Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
- Bullock, S. M. et Sator, A. (2018). Developing a pedagogy of “making” through collaborative self-study. Studying teacher education, 14(1), 56-70.
- Calabrese Barton, A. et Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American educational research journal, 55(4), 761-800.
- Capdevila, I. (2016). Entrepreneur et maker. Dans D. Uzinidis et A. Tiran (dir.), Dictionnaire économique de l’entrepreneur. Classiques Garnier.
- Clapp, E., Ross, J., O. Ryan, J. et Tishman, S. (2016). Maker-centered learning: Empowering young people to shape their worlds. Jossey-Bass.
- Davidson, A.-L. et Price, D. W. (2017). Does your school have the maker fever? An experiential learning approach to developing maker competencies. LEARNing Landscapes, 11(1), 102-120.
- Deschryver, N. (2008). Interaction sociale et expérience d’apprentissage en formation hybride (thèse de doctorat). Université de Genève.
- Dougherty, D. (2012). The maker movement. Innovations,7(3), 11-14.
- Freeman, A., Adams Becker, S., Cummins, M., Davis, A. et Hall Giesinger, C. (2017). NMC/CoSN Horizon report: 2017 K-12 edition. The New Media Consortium.
- Goldman, S. R. et Wiley, J. (2011). Discourse analysis: Written text. Dans N. K. Duke et M. H. Mallette (dir.), Literacy research methodologies (p. 104-134). Guilford.
- Gravemeijer, K. et Cobb, P. (2006). Design research from a learning design perspective. Dans J. Van den Akker, K. Gravemeijer, S. McKenney et N. Nieveen (dir.), Educational design research (p. 17-51). Routledge.
- Halverson, E. et Sheridan, K. (2014). The maker movement in education. Harvard educational review, 84(4), 495-504.
- Hatch, M. (2014). The maker movement manifesto: Rules for innovation in the new world of crafters, hackers, and tinkerers. McGraw-Hill Education.
- Huberman, M. (1995). Networks that alter teaching: Conceptualizations, exchanges and experiments. Teachers and teaching. Theory and practice, 1(2), 193-211.
- Hughes, J. M. (2017). Digital making with “at-risk” youth. International journal of information and learning technology, 34(2), 102-113.
- Hussenot, A. (2017). Le faire pour repenser le travail : les leçons du mouvement des makers. Dans L’état des entreprises 2017 (p. 7-14). Éditions La Découverte.
- Ingénieurs Canada (2019). Diversité au sein de la profession : femmes en génie. https://engineerscanada.ca/fr/diversite/les-femmes-en-genie/30-en-30
- Jones, W. M., Smith, S. et Cohen, J. (2017). Preservice teachers’ beliefs about using maker activities in formal K-12 educational settings: A multi-institutional study. Journal of research on technology in education, 49(3-4), 134-148.
- Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
- Koehler, M. et Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary issues in technology and teacher education, 9(1), 60-70.
- Kress, G. (2017). What is mode? Dans C. Jewitt (dir.), The Routledge handbook of multimodal analysis (2e édition, p. 60-75). Routledge.
- Lee, H. et Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary issues in technology and teacher education, 8, 326-341.
- Leeuwen, T. (2011). Multimodality and multimodal research. Dans E. Margolis et L. Pauwels (dir.), The Sage handbook of visual research methods (p. 549-569). SAGE publications.
- Lefebvre, S. (2014). Intégration des technologies de l’information et de la communication : types de connaissances abordées dans le discours d’enseignants en exercice et d’étudiants en formation initiale. Revue canadienne de l’éducation, 37(3), 1-28.
- Lévi-Strauss, C. (1962). La pensée sauvage. Librarie Plon.
- Loisy, C., Bénech, P. et Raze, A. (2015). DevSup : construction d’un dispositif d’accompagnement de l’approche-programme. IFE-ENS.
- Marsh, J., Arnseth, H. S. et Kumpulainen, K. (2018). Maker literacies and maker citizenship in the MakEY (Makerspaces in the early years) project. Multimodal technologies and interaction, 50(2), 1-19.
- Martin, L. (2015). The promise of the maker movement for education. Journal of pre-college engineering education research, 5(1), 30-39.
- Martinez, S. L. et Stager, G. (2013). Invent to learn: Making, tinkering and engineering in the classroom. Constructing Modern Knowledge Press.
- Marton, F. et Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associates.
- Miles, M. B., Huberman, A. M. et Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE publications.
- Mills, K. (2015). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. Multilingual Matters.
- Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of digital learning in teacher education, 35(2), 76-78.
- Mishra, P. et Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
- Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers college record, 111(5), 1195 -1241.
- National Center for Science and Engineering Statistics. (2019). Women, minorities, and persons with disabilities in science and engineering: 2019 (Special Report NSF 19-304).
- Paganelli, A., Cribbs, J. D., Huang, X., Pereira, N., Huss, J., Chandler, W. et Paganelli, A. (2017). The makerspace experience and teacher professional development. Professional development in education, 43(2), 232-235.
- Paillé, P. et Mucchielli, A. (2016). L’analyse qualitative en sciences humaines et sociales (4e édition). Armand Colin.
- Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
- Papert, S. et Harel, I. (1991). Situating constructionism. Dans S. Papert et I. Harel (dir.), Constructionism (p. 1-11). Ablex Publishing.
- Porras-Hernández, L. H. et Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of educational computing research, 48(2), 223-244.
- Putnam, R. T. et Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational researcher, 29(1), 4-15.
- Rosenberg, J. M. et Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of research on technology ineducation, 47(3), 186-210.
- Sancar-Tokmak, H. et Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational studies, 5698, 1-18.
- Savoie-Zajc, L. (2018). La recherche qualitative/interprétative en éducation. Dans T. Karsenti et L. Savoie-Zajc (dir.), La recherche en éducation. Étapes et approches (4e édition, p. 191-218). Presses de l’Université de Montréal.
- Smith, B. E. (2018). Composing for affect, audience, and identity: Toward a multidimensional understanding of adolescents’ multimodal composing goals and designs. Written communication, 35(2), 182-214.
- Spiro, R. J., Coulson, R. L., Feltovich, P. J. et Anderson, D. K. (2004). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. Dans R. B. Ruddell et N. Unrau (dir.), Theoretical models and processes of reading (5e édition, p. 375-383). International Reading Association.
- Tanenbaum, J., Williams, A., Desjardins, A. et Tanenbaum, K. (2013, avril). Democratizing technology: Pleasure, utility and expressiveness in DIY and maker practice. Conference on human factors in computing systems, Paris, France.
- The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational researcher, 32(1), 5-8.
- Thomas, D. (2006). A general inductive approach for analyzing qualitative evaluation data. American journal of evaluation, 27(2), 237-246.
- Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The qualitative report, 15(3), 754-760.
- Vossoughi, S., Hooper, P. K. et Escudé, M. (2016). Making through the lens of culture and power: Toward transformative visions for educational equity. Harvard educational review, 86(2), 206-232.
- Vygotski, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Wang, F. et Hannafin, M. (2005). Design-based research and technology-enhanced learning environments. Educational technology research and development, 53(4), 5-23.