L’activité de conception de scénarios pédagogiques intégrant le numérique comme démarche créative dans la formation des enseignants
DOI :
https://doi.org/10.51657/ric.v6i2.51582Mots-clés :
activité de conception, créativité, agentivité transformatrice, intégration du numérique, formation des enseignants, théorie de l'activitéRésumé
Cet article analyse la conception de scénarios pédagogiques intégrant le numérique comme activité créative (Glăveanu, 2015, 2020) et agentive (Sannino, 2015), propice à la transformation de l’activité d’enseignement-apprentissage et susceptible de constituer en formation une réponse au défi persistant de l’intégration du numérique (Giraudon et al., 2020) en classe. Il s’appuie principalement sur la théorie de l’activité historico-culturelle (CHAT) de troisième génération (Engeström, 2001, 2009) et, s’inscrivant dans le pluralisme épistémologique (Turkle & Papert, 1990), convoque les apports de travaux en didactique et en sciences cognitives pour développer les arguments théoriques qui amènent à proposer un dispositif d’intervention formative (Engeström, 2011) inspiré du Laboratoire du changement (Virkkunen & Newnham, 2013), où les enseignants modélisent un nouveau concept (Engeström & Sannino, 2010) pour l’activité d’enseignement-apprentissage, par la co-conception de scénarios pédagogiques intégrant le numérique. Afin de soutenir ce processus, ils sont assistés par un artefact de conception sous la forme d’un set de cartes. Celles-ci représentent les composants potentiels d’un scénario pédagogique, dont les technologies numériques.
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