La participation à l’élaboration d’un discours collectif asynchrone comme soutien au développement professionnel des enseignants québécois faisant partie de l’équipe d’accompagnement de l’École en réseau

Abstract

A pedagodical support system that follows teachers of small rural schools in Quebec through a videoconferencing system (Laferrière, Breuleux, and Inchauspé, 2004) provides a just-in-time responds for questions and difficulties faced by teachers and other stakeholders of the Remote Network School, in the implementation of collaborative learning activities for students (Hamel, Allaire, and Turcotte, 2012). Our study focuses on a specific community of practice set up to support experienced teachers who are part of the intervention team and who are involved in the development of a pedagogical support system for the Remote Network Schools. In order to support these teachers, recognized by their peers as models for the implementation of innovative collaborative activities, the research and the intervention team of Remote Network Schools put forward the principles of community of practice (CoP, Lave and Wenger, 1991; Wenger, 1998; 2000) to follows us in their own professional development process and to support them in the renewal of their practice.

Keywords

• community of practice
• distance learning
• collaborative discourse
• teachers
• experienced teachers
• forum