Autoformation et numérique : pratiques des enseignants pendant et après la crise du covid-19 en France

Abstract

This article presents an analysis of the self-training practices of elementary school teachers confronted with the lockdown. The closure of schools in France forced students and teachers to engage in “emergency remote education” (Bozkurt et al., 2020). Research conducted during this period analyzed the forms of pedagogical engineering implemented by teachers (Peraya and Peltier, 2020), the challenges of home-based schooling activities (Solari Landa et al., 2023), and the inequalities in access to digital equipment (Boudokhane-Lima et al., 2021), as well as disparities in the use of digital technologies in education (Michel and Pierrot, 2022). However, the self-training of teachers in and with digital technologies remains underexplored. Drawing on definitions from education and training sciences but with an information and communication sciences perspective, we analyze the forms that teachers’ self-training practices in and with these technologies have taken through two sets of semi-structured interviews conducted with elementary school teachers and principals in 2021 (n=72) and 2022 (n=46). This analysis highlights the heterogeneous self-training practices of teachers with digital technologies, from the usual “resourcefullness” to the urgency of the lockdown, training themselves or with their peers to meet their needs and those of their students.

Keywords

• COVID-19
• lockdown
• primary education
• digital practices
• self-training
• elementary school teachers