Les futurs enseignants du Québec sont-ils technocompétents?

Will Québec’s teachers of tomorrow be tech savvy?
Stéphane Villeneuve - Université de Montréal, Canada
Thierry Karsenti - Université de Montréal, Canada
Carole Raby - Université du Québec à Montréal, Canada
Hélène Meunier - Université du Québec à Montréal, Canada
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This article explores the mastery of each component of the eighth professional competence which examines the integration of information and communication technologies (ICTs). This competence was integrated by the Quebec Ministry of Education and is one of 12 competencies to be acquired by prospective teachers (Ministère de l’Éducation du Québec [MEQ], 2001). While this skill must be mastered at the end of their university education, future teachers in Quebec have deficiencies in the mastery of technology. Many studies show that teachers make little use of ICTs either because of personal reasons, of infrastructure problems, or lack of training. This paper proposes to assess each component of the professional competency in the integration of ICTs in 2,065 prospective teachers in the province of Quebec, during their internships. Results indicate that of the six components of competence, one is generally well mastered, four are partially mastered, and one component needs to be developed.

Available online: 2012-06-07

DOI : https://doi.org/10.18162/ritpu.2012.209

Villeneuve, S., Karsenti, T., Raby, C., & Meunier, H. (2012). Les futurs enseignants du Québec sont-ils technocompétents?. International Journal of Technologies in Higher Education, 9(2), 79-100. https://doi.org/10.18162/ritpu.2012.209