Évolution du sentiment d’efficacité des enseignants du primaire ayant suivi un programme de formation et d’accompagnement en sciences et technologie

Studies show that training and assistance programs for primary teachers have an impact on their sense of self-efficacy in teaching science and technology. In line with this research perspective, we studied the participation of 105 primary teachers in a particular assistance program designed to improve their sense of efficacy. In this program, the teachers are accompanied by scientific experts for a period of two years and take workshops on selected themes, the content of which is then applied in the classroom with the help of students aged 17-19 years. The results—gathered using a mixed methodology of questionnaires, open-ended questions and discussion groups—show that these teachers feel a stronger sense of efficacy and confidence in their science teaching. They also demonstrate a better understanding of conceptual content, less reliance on the school environment to teach science and technology, and a willingness to give priority to a pedagogy that is geared toward scientific experimentation.