%0 Journal Article
%T Enseigner dans un programme universitaire innovant : de nouveaux r les ¨¤ apprivoiser, des actes p¨¦dagogiques ¨¤ diversifier
%A Lise St-Pierre
%A Denis B¨¦dard
%A Nathalie Lefebvre
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2012
%I Society for Teaching and Learning in Higher Education
%X Cette recherche vise ¨¤ d¨¦crire, ¨¤ partir d¡¯observations empiriques, les r les exerc¨¦s et les actes p¨¦dagogiques effectu¨¦s par les enseignantes et les enseignants engag¨¦s dans quatre programmes universitaires canadiens jug¨¦s innovants. L¡¯observation directe en classe a permis de recueillir leurs propos qui ont ¨¦t¨¦ analys¨¦s ¨¤ l¡¯aide de deux grilles construites progressivement au cours de l¡¯¨¦tude: la liste des dimensions th¨¦oriques et la grille des niveaux de centration sur l¡¯apprentissage. Les r¨¦sultats obtenus d¨¦montrent que les r les et les actes p¨¦dagogiques observ¨¦s apparaissent moins diversifi¨¦s et moins centr¨¦s sur l¡¯apprentissage que ce qui est attendu dans un contexte novateur de formation.This research, based on empirical observations, describes the roles and teaching acts carried out by professors engaged in four innovative university programs in Canada. Classrooms observations were used to collect data, which were then analyzed using two grids built progressively during the study: a list of theoretical dimensions and a grid showing degrees of focus on learning. In terms of results, the roles and actions of the four university professors were found to be less diversified and less centered on student learning than was expected from their innovative instructional context.
%K innovation p¨¦dagogique
%K r le de l¡¯enseignant universitaire
%K pratiques enseignantes en classe universitaire
%K observations empiriques
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss1/6