Développément professionnel des enseignants de langues étrangères dans des temps de crise :défis et solutions
DOI :
https://doi.org/10.17533/udea.ikala.v28n1a01Mots-clés :
Défis, COVID-19, Enseignement en ligne en situation d’urgence (ESU), Langues étrangères, Développement professionnelRésumé
La situation sans précédent posée par la COVID-19 a contraint de nombreuses universités et établissements d’enseignement supérieur du monde entier à revoir à la fois la planification et la prestation de leurs cours, incitant les enseignants à utiliser des médias en ligne et mobiles. La transition a amené les enseignants à réévaluer leur développement professionnel (DP). Cette étude exploratoire s’est concentrée sur le DP vécu par un groupe d›enseignants de langues étrangères dans une université en Colombie pendant cette crise. Concretement, l'étude identifie les défis qu’ils ont rencontrés et comment ils les ont relevés. Les données ont été recueillies au moyen d’une enquête à questions ouvertes et analysées à l’aide d’une analyse de contenu. Les résultats font apparaître dix principaux défis, qui ont ensuite été classés en trois catégories thématiques : a) s’adapter à l’enseignement à distance d’urgence, b) encourager la participation des étudiants et c) gérer les émotions. Les conclusions révèlent que les enseignants ont assumé la crise avec une attitude positive, initiant différentes opportunités de perfectionnement professionnel, faisant preuve d’agence, de responsabilité et de flexibilité. Par conséquent, les défis et leurs réactions ont stimulé le DP et l’apprentissage de ce groupe. Ces résultats suggèrent que les établissements devraient permettre aux enseignants de participer du feedback sur les types de programmes de DP dont ils ont besoin pour des situations spécifiques.
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