Personne : Falardeau, Érick
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Falardeau
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Érick
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Université Laval. Département d'études sur l'enseignement et l'apprentissage
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ncf10434270
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Publication Accès libre Fostering the use of pedagogical practices among teachers to support elementary students' motivation to write(Academic Press, 2020-09-16) Boulet, Johannie; Gilbert, William; Bradet, Richard; Falardeau, Érick; Guay, FrédéricBased on self-determination theory, this research aimed at evaluating the effectiveness of the CASIS professional development (PD) program for fostering (1) teachers’ use of five recommended pedagogical practices during a writing lesson and (2) students’ motivational resources (intrinsic, identified, and controlled regulations) toward writing. Two quasi-experimental studies with two-time points were conducted among preservice (Study 1, n = 32) and inservice (Study 2, n = 111) elementary teachers and their students (Study 1, n = 559; Study 2, sample 1, n = 1779; sample 2, n = 1471). In both studies, the CASIS PD program appeared to foster the use of two of the five recommended pedagogical practices. For the other three, some effects were observed in one study but were not always reproduced in the other. Although the CASIS PD program fostered greater use of the pedagogical practices, this effect did not always translate directly to the students’ motivational resources. However, some significant differences were observed between students of the CASIS and the control groups on identified and controlled regulations, as a function of the socioeconomic background of the schools in which teachers and students were sampled. The results are discussed in light of past research and relevant theories.Publication Accès libre Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written french(JAI Press, 2015-12-04) Falardeau, Érick; Guay, Frédéric; Valois, Pierre; Lessard, ValérieWe tested the effects of a professional development program (CASIS) on teachers' pedagogical practices and students' motivation and achievement in written French. CASIS involved a two-day workshop in which we taught teachers to use collaboration, autonomy support, authentic tasks, involvement, and structure. We conducted a quasi-experimental longitudinal study among 18 elementary school teachers and 277 of their students. The results showed large group effect sizes for four of the five pedagogical practices and increased intrinsic motivation for students whose teachers attended CASIS. The discussion centers on the implications of these findings for research and practice.