Le développement professionnel au postsecondaire à l’ère du numérique

Abstract

Being a teacher in digital age goes well beyond the classroom and is part of a reality that is becoming increasingly complex at the post-secondary level (college and university), particularly with the multiplication of online training opportunities. Post-secondary teachers are primarily content specialists (Bolduc, 2010) and educational training is not mandatory for them. While the need for educational training is partially met by a supply of credited and non-credited training by higher education institutions, we are now seeing a decentralization and fragmentation of the offer. In line with the Digital Action Plan and the Digital Competency Framework, this text will explain the links between professional development expectancies and the potential of digital technology.