Les résultats d’un programme de formation à visée transformatrice sur le sentiment d’efficacité personnelle et les pratiques pédagogiques des enseignantes et enseignants

Abstract

This study investigated the effect of a malleable training program on university teachers’ self-efficacy and teaching practices in distance education during the COVID-19 pandemic. Trainings sessions focused on developing distance education skills through reflective and collaborative activities among others. Results were collected from 71 participants before the pandemic, 234 before the trainings, 224 two weeks after the trainings, and 41 several months later. Results showed that the program had a significant positive effect on the teachers’ sense of self-efficacy and on some aspects of their teaching practices. This study suggests that malleable training programs can help teachers in their transition to distance education.