Représentations des enseignants d’anglais et évaluation d’un dispositif hybride : image de soi, image de l’apprenant et appropriation du dispositif

Abstract : The aim of this article is to examine the ways in which various teacher perceptions may influence the development and sustainment of a blended learning system for English in a university setting. Having already evaluated the system for its theoretical validity, it seems pertinent to examine it from a social standpoint. The teachers’ perceptions studied deal with language acquisition, teacher roles, students’ intellectual capacity and investment, using computer technology for learning and the learning system itself. We will present our theoretical framework, the methodology followed as well as the results and discuss how teachers’ perceptions contribute to their acceptance or refusal of the learning system. We hope that the present results will give us further indications as to how to improve the system.
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Journal articles
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https://halshs.archives-ouvertes.fr/halshs-01470787
Contributor : Julie Mcallister <>
Submitted on : Friday, February 17, 2017 - 5:34:34 PM
Last modification on : Tuesday, October 23, 2018 - 4:44:01 PM

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Rebecca Starkey-Perret, Julie Mcallister, Marie-Françoise Narcy-Combes. Représentations des enseignants d’anglais et évaluation d’un dispositif hybride : image de soi, image de l’apprenant et appropriation du dispositif. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT, Association des professeurs de langues des Instituts universitaires de technologie (APLIUT), 2012, Image et enseignement / apprentissage des langues : le cas du secteur LANSAD, XXXI (1), 〈https://apliut.revues.org/2321〉. 〈10.4000/apliut.2321〉. 〈halshs-01470787〉

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