Enseigner l’informatique à l’école primaire : quelques caractéristiques des représentations des formateurs d’enseignants du premier degré

Overview & Synopsis

This contribution looks at the training of primary school teachers in IT in the context of digital technologies for education. The aim is to understand how trainers for in-service primary school teachers see informatics in order to design their actions in support of academic policy on training and support for teachers in initial and in-service training. The research approach is qualitative and based on the thematic analysis of a questionnaire sent to trainers in the Nantes and Versailles academies in 2019-2020. Our results show in particular that, overall, the professional representations of informatics in schools by ERUNs (referent teachers for digital uses) and CPNs (district digital pedagogical advisors) overlap and interact mainly with institutional expectations and still not sufficiently with the way in which informatics didacticians defines informatics at school.