Le développement professionnel d’enseignantes et enseignants engagés dans un projet de scénarisation pédagogique visant l’intégration de la réalité virtuelle en sciences

Abstract

Using Clarke and Hollingsworth’s (2002) model, this research studied the professional development trajectories of teachers who had developed learning scenarios involving virtual reality simulation in sciences in higher education. Our results, obtained by analyzing individual interviews, show that the participating teachers underwent changes with respect to learning scenario development and active learning, prompted in particular by their interactions with the resource people around them and their access to student feedback. This sheds some light on the conditions needed to foster teachers’ professional development.