Formation interdisciplinaire à la pédagogie dans l’enseignement supérieur : de l’expérience individuelle à la dynamique collective pour impulser une transformation pédagogique
This article is the result of a reflective collaboration between five university teachers from different disciplines and universities, with the help of two pedagogical advisors. It consists of feedback following the participation of these teachers in a training course in university pedagogy entitled...
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| Autores principales: | , , , , , , |
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| Formato: | article |
| Lenguaje: | FR |
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Association Internationale de Pédagogie Universitaire
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/c22496f71fff45b4a5d6907b34d1740c |
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| Sumario: | This article is the result of a reflective collaboration between five university teachers from different disciplines and universities, with the help of two pedagogical advisors. It consists of feedback following the participation of these teachers in a training course in university pedagogy entitled CertifiENS. Our purpose is to describe this original and interdisciplinary experience, by describing the characteristics of our group of teachers, the CertifiENS program that we followed and pedagogical transformations that we made in our teaching. We asked two of our pedagogical advisors (instructors in the CertifiENS program and teacher-researchers in sociology and education sciences) for a focus group interview to uncover our initial intentions and motivations and to highlight the emergence of a collective dynamic. This focus group interview helped us to carry out an individual and then collective reflective analysis of the individual transformation process and of the pedagogical transition that had taken place and is still in progress. This analysis showed that interdisciplinarity was a major asset and a source of synergies, allowing us to focus on the common ground: pedagogy. The group was the bearer of a sustainable transformation of teaching practices and beliefs, each one on their respective field wished to continue to carry this paradigm shift, while advancing on the construction of a community of practice. |
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