Abstracts
Résumé
Cet article met en lumière les expériences d’apprentissage de 21 membres du personnel enseignant qui ont suivi une formation Bricoleur (Maker) de cinq jours. Nos analyses, fondées sur des données multimodales (gazouillis, cartes de réflexion et messages Padlet) et des entrevues, nous permettent de proposer un modèle de formation Bricoleur, destiné au personnel enseignant, qui souligne l’importance de : s’orienter vers la communauté, se situer dans un espace bricoleur, collaborer, explorer et bricoler, réfléchir, construire son identité et s’engager avec des recherches. Notre étude fait ainsi avancer les réflexions théoriques sur cette question en partageant les expériences d’apprentissage de nos participants.
Mots-clés :
- mouvement Bricoleur,
- développement professionnel,
- formation continue,
- personnel enseignant,
- Maker
Abstract
This article highlights the learning experiences of 21 educators who participated in a five-day professional development workshop focused on Making. Based on our analyses of multimodal artefacts (Tweets, reflection cards, and Padlet messages) and of semi-structured interview transcripts, we propose a Maker professional development model for educators. The model emphasizes the importance of professional learning informed by community, that is situated in a physical Makerspace, and that emphasizes collaboration, exploration, Making, reflection, opportunities to construct one’s identity, and to engage with research. Based on the learning experiences shared by our participants, we also advance theoretical reflections on the complexities of Maker professional development.
Keywords:
- maker movement,
- professional development,
- teacher education,
- teacher
Resumen
Este artículo pone de manifiesto las experiencias de aprendizaje de 21 miembros del personal docente que siguieron una formación Manitas (Bricoleur en francés y Maker en inglés), ofrecida durante cinco días. Nuestros análisis, basados en datos multimodales (tweets, mapas de reflexión y mensajes Padlet) y entrevistas, nos permiten proponer un modelo de formación Manitas, destinado al personal docente, que subraya la importancia de: orientarse hacia la comunidad, situarse en un espacio de construcción, colaborar, explorar y bricolar, reflexionar, construir su identidad e implicarse con investigaciones. Nuestro estudio permite así avanzar las reflexiones teóricas sobre esta pregunta, compartiendo las experiencias de aprendizaje de nuestros participantes.
Palabras clave:
- movimiento Manitas (Bricoleur),
- desarrollo profesional,
- formación continua,
- personal docente,
- Maker
Appendices
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