Pédagogie à l’université française et crise sanitaire : pratiques (pas si) exceptionnelles ou transformations durables?

Abstract

In order to ensure pedagogical continuity, using digital tools during the COVID crisis has lit up pedagogical ideologies linked to institutional injunctions. A survey filled by teachers in a faculty of literature and social sciences has made it possible to question the links between declared teaching practices during the health crisis and changes that may have occurred in the teaching praxis. The results show that crisis situations are not likely to allow long term changes especially when they awake fears linked to top-down decisions on digital tools and innovation.