Une typologie des traces numériques utilisées par de futurs enseignants

Abstract

In order to build links between theory and practice and develop their self-assessment skills and reflection, students of the High Pedagogical School (HEP-FR) have to prepare a learning folder. Thereby, they are encouraged to collect data (pictures, videos, paper) of their activities (especially when they are on field training) and to reflect upon the theoretical concepts seen during the courses. This paper focuses on the nature of the collected data in digital mode by students in graduate training, questioning the collection mechanisms for processing this material and the use of the data in a self-assessment and reflective perspective. The experience acts as a hint of reality that the student can work on in order to gain self-knowledge and development. 15 learning folders have been analyzed with regards to finding out the role of the evidence. This analysis makes possible the classification of these experiences in two categories: the supplementing evidence of discourse and the generative evidence of discourse.

Keywords

• teacher training
• digital traces
• trace analysis
• self-assessment
• reflexivity
• digital portfolio