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Sandrine Bi��mar, Amaury Daele, D��borah Malengrez, Laurence Oger
Cet article propose une revue de litt��rature sur le Scholarship of Teaching and Learning (SoTL) des enseignants de l���enseignement sup��rieur et sur l���accompagnement de ceux-ci par des conseillers p��dagogiques. Les auteurs d��finissent un cadre de r��flexion et d���analyse des diff��rentes phases du SoTL en soulignant les diff��rentes postures des enseignants vis-��-vis de leur d��veloppement professionnel ainsi que les actions men��es par les conseillers p��dagogiques pour les accompagner dans ce processus. Ce cadre de r��flexion est illustr�� par des exemples d���accompagnement d���enseignants dans une haute ��cole belge et dans une universit�� suisse.This paper presents a review of the literature on Scholarship of Teaching and Learning (SoTL) of teachers in higher education and how faculty developers support building of their capacities in the field. The authors suggest a reflective framework encompassing the different phases of SoTL. It comprises the different conceptions teachers hold regarding their own professional development and the actions carried out by faculty developers to support them throughout the process. This framework is illustrated with examples from a Belgian Higher Education institution and a Swiss University.
Revue internationale de p��dagogie de l���enseignement sup��rieur, 31(2) | 2015
2019-12-16T10:54:13
OpenEdition
2019-12-16T10:59+01:00
2019-12-16T10:59+01:00
accompagnement p��dagogique,conseil p��dagogique,formation des enseignants,praticien-chercheur,Scholarship of Teaching and Learning
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