Laboratoire de Recherche sur le Langage
Maison des Sciences de l'Homme
4, rue Ledru - TSA 70402
63001 Clermont-Ferrand Cedex 1
La co-action dans des dispositifs de télécollaboration universitaire : un levier vers l’autonomisation et le développement des compétences réflexives des étudiant·e·s, futur·e·s enseignant·e·s de langues étrangères ?
Dans le cadre du projet de recherche RACINES, nous étudierons le développement de compétences réflexives chez des étudiant·e·s de Master en cursus de MEEF Anglais et LiDiFLES (Sciences du langage) à l’UCA. Au cours de leur formation, ces potentiel·le·s futur·e·s enseignant·e·s sont amené·e·s à co-agir (Puren, 2004) lors de dispositifs de télécollaboration avec différentes universités étrangères, dont les étudiant·e·s sont pour certain·e·s futur·e·s enseignant·e·s d’EFL (English as a Foreign Language), et d’autres apprenant·e·s de FLE (Français Langue Etrangère). Ces mises en action collaboratives et authentiques entre futur·e·s enseignant·e·s de langues étrangères nous amènent à penser que de telles situations d’enseignement-apprentissage (collaboration didactique et pédagogique en EFL d’un côté ; tutorats de FLE de l’autre) peuvent être vues comme le terreau fertile du développement de leurs compétences réflexives. Nous considérons la réflexivité comme relevant d’une méta-compétence, laquelle apparait pertinente à appréhender car pouvant permettre aux enseignant·e·s (de langues étrangères) de développer de nombreuses autres compétences professionnelles (Metaeva, 2006 ; Rosita Ms, 2020).
Réflexivité, compétences réflexives, co-action, enseignement supérieur, télécollaboration, multimodalité, langues étrangères, didactique, FLE, EFL
Co-action in university telecollaboration projects for future foreign language teachers : a pathway towards empowerment and the development of their reflective skills ?
As part of the research project Réflexivité et Autonomisation par la Coopération et l'INnovation pédagogique dans l'Enseignement Supérieur (RACINES, Learn'In Auvergne "Recherche en innovation pédagogique" 2023 I-Site CAP 20-25), this doctoral research project will study the development of Master's students’ reflective skills at Université Clermont Auvergne.
During their training, these future L2 teachers are brought into co-action (Puren, 2004) during telecollaboration projects with counterparts at universities in other countries (Denmark, Italy, Spain, Netherlands). The peers with whom they collaborate are future teachers of EFL (English as a Foreign Language) and FLE (Français Langue Etrangère), and other learners of FLE. These collaborative and authentic actions between future teachers of foreign languages lead us to believe that telecollaboration projects teaching-learning situations (didactic and pedagogical collaboration in EFL on the one hand ; FLE tutoring on the other) can be seen as fertile ground for the development of reflective skills. We consider reflexivity as a metacompetence, which seems relevant to comprehend because it can enable (foreign language) teachers to develop many other professional competences (Metaeva, 2006 ; Rosita Ms, 2020).
In addition to questionnaires administered to students and teacher-trainers, the processing and analysis of the multimodal data collected during the telecollaboration projects will aim to highlight and classify the traces of reflexivity that have appeared in student production in relation to their teaching actions.
Although research of this kind, focusing essentially on the reflective abilities of teachers in training, has already been conducted from various perspectives (Bocquillon & Derobertmasure, 2018 ; Dominguez, 2020 ; Ishikawa, 2016 ; Viau-Guay et Hamel, 2018), we would also like to focus on the guidance, tools and didactic scenarios used to link different reflective tasks in order to trigger and support these reflective processes during training. Likewise, the cooperative/collaborative aspects of processes aimed at reflexivity in the context of university teacher training remains the focus of few studies in the francophone academic literature.
With this in mind, this research will attempt to shed light on the processes and reflective traces that have emerged in regards to their cooperative and/or collaborative dimension, as well as how digital tools and their affordances are employed by students during these processes. Furthermore, another objective will be to propose mediated didactic scenarios involving the articulation of reflective tasks, which would make it possible both to guide students in these reflective processes in a cooperative and/or collaborative way using digital tools, while bringing them individually closer to the most advanced levels of reflexivity (Bocquillon et Derobertmasure, 2018).
The intended outcomes of this doctoral research project are to :
- provide the university community with mediated reflective tasks and scenarios, as well as evaluation grids for (foreign language) teachers' reflective skills.
- propose a model of cooperative/collaborative reflexivity in university training situations.
- suggest methodological tools for processing heterogeneous and multimodal data.
Reflexivity, reflexive skills, co-action, higher education, telecollaboration, multimodality, foreign languages, didactics, FLE, EFL
