Analyser des compétences techno-sémio-pédagogiques d'apprentis tuteurs dans différents environnements numériques : résultats d'une étude exploratoire

Abstract

Our article presents an exploratory study on trainee teachers' techno-semio-pedagogical competence within a telecollaboration project exploiting different digital environments. More precisely, one of our objectives is to formulate a method to observe evidence of teachers' techno-semio-pedagogical competences in different environments. Within a relevance theory framework, we study how a pair of trainee teachers produces pedagogical regulations through the affordances of two environments: an asynchronous learning management system on the one hand and a webconferencing platform on the other hand. Our data come from the recording of the exchanges within these two environments and from trainee teachers' self-reflective data. We compare the production of pedagogical regulations in order to understand if some interactional dynamics are present across the environments. Our analyses show that for instructions, trainee teachers entirely adapt their actions to the environments. On the contrary, in the case of feedbacks, some interactional dynamics are present across the two environments. We end the paper with a discussion on the epistemological and methodological significance of our study and its results.

Keywords

• interaction
• regulation
• telecollaboration