Contradictions dans l’apprentissage des pratiques de littératie numérique en anglais langue étrangère dans une école publique : une analyse de la théorie de l’activité
DOI :
https://doi.org/10.17533/udea.ikala.v27n1a06Mots-clés :
Théorie de l’activité, contradictions, pratiques de littératie numérique, enseignants en formation initiale, EFL, formation des enseignantsRésumé
Les réformes pédagogiques, les méthodes d’enseignement de l’anglais et les exigences institutionnelles présentent un nombre important de contradictions dans le système d’activité des enseignants en formation initiale. En tant que praticiens novices, les futurs enseignants sont exposés à ces contradictions tout en s’engageant dans de nouveaux systèmes d’activités, en particulier lorsqu’ils apprennent à mettre la théorie en pratique. Par conséquent, cette étude de cas a examiné les contradictions auxquelles une enseignante d’efl en formation initiale a été confrontée lors de l’incorporation de pratiques d’alphabétisation numérique (dlp) dans sa planification en raison de son interaction avec les éléments de la théorie de l’activité (ta). Il décrivait également les changements d’agence qui se produisaient lorsqu’elle était exposée à des dynamiques d’enseignement contradictoires. L’étude a impliqué l’enseignant en formation initiale et un groupe de 35 élèves en 10e année. Les observations et les entretiens semi-structurés ont révélé des contradictions en termes d’artefacts médiateurs, d’objets, de division du travail et de règles. Ils ont également indiqué comment les contradictions identifiées pourraient constituer la base d’un changement dans son système d’activités d’enseignement. Ces résultats suggèrent que les programmes d’enseignement ne devraient pas seulement se concentrer sur la façon dont nos élèves apprennent de nouvelles stratégies, mais aussi sur la façon dont ils ont acquis des compétences transférables pour transformer leurs contextes.
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