Les représentations sociales des futurs enseignants du Québec sur le rôle de l’apprentissage mobile comme étudiants

Renata Lopes Jaguaribe Pontes; Thierry Karsenti

doi:10.25053/redufor.v4i11.1179

Authors

Renata Lopes Jaguaribe Pontes Université de Montréal https://orcid.org/0000-0003-2347-2302
Thierry Karsenti Université de Montréal https://orcid.org/0000-0003-1733-4608

DOI:

https://doi.org/10.25053/redufor.v4i11.1179

Keywords:

Mobile Learning, pre-service teachers, social representations, initial training

Abstract

Mobile learning takes place through social interactions and content by the use of electronic and personal devices (CROMPTON, 2013). For UNESCO (2012), it represents one of the solutions to contribute to teacher training able to meet the educational needs of the 21st century. In the Quebec context, initial teacher training highlights the importance of using ICTs to support their learning. Starting with the theory of social representations, this research aims to know the representations of the future Quebec teachers on the role of mobile learning to understand how this learning can support their studies. A qualitative methodology was used by 18 interviews with students of Bachelor of Education courses. The results show that mobile learning is already a reality in the lives of female students, however, is a type of learning that would rather be used to complete their academic studies.

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