Satisfaction des besoins fondamentaux lors d’un processus de développement professionnel lié au changement de pratique : le cas de deux personnes enseignant au collégial

Abstract

A change of practice, whether voluntary or imposed, may bring its own set of challenges for teachers engaged in a professional development process. This process was studied in two college teachers who changed their teaching practice, first by introducing the flipped classroom and then by pivoting to distance learning when COVID-19 made that necessary. As well, the framework of self-determination theory was used to explore how their basic psychological needs were met during this process. This longitudinal qualitative research made it possible to report on numerous adjustments supported by observations of practice and its consequences, with varying external contributions. The shift to distance education appears to have been partially facilitated by the prior introduction of the flipped classroom, and differences were found in the satisfaction of basic needs.