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Après avoir développé les racines historiques de ce concept, cette revue de littérature se penche sur les étapes au fil desquelles les attentes de l'enseignant guident et dirigent la dynamique des interactions dans la classe, de telle sorte qu'elles soient confirmées soit dans les comportements réels des élèves, cibles de ces attentes, soit dans les perceptions et évaluations de l'enseignant. La réflexion se porte ensuite sur l'importance du phénomène. Si ce dernier n'a en définitive qu'un poids limité dans la réussite scolaire des élèves, il existe des conditions qui peuvent sensiblement l'amplifier. Après la mise en évidence de ces variables « modulatrices » de l'effet Pygmalion, cette note de synthèse se termine par l'évocation des implications pratiques de ces travaux.", "publicationTitle": "Revue Française de Pédagogie", "publisher": "", "place": "", "date": "2003", "volume": "", "issue": "145", "section": "", "partNumber": "", "partTitle": "", "pages": "89-119", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://hal.archives-ouvertes.fr/hal-00388839", "accessDate": "2012-12-21T13:14:24Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Les connaissances actuelles sur l'effet Pygmalion", "language": "fr", "libraryCatalog": "HAL Archives Ouvertes", "callNumber": "0021", "rights": "", "extra": "", "tags": [], "collections": [ "AZGI4GP7" ], "relations": {}, "dateAdded": "2012-12-21T13:33:07Z", "dateModified": "2016-07-03T13:54:51Z" } }, { "key": "WAXKTTW4", "version": 121, "library": { "type": "group", "id": 133626, "name": "Format° eA", "links": { "alternate": { "href": "https://www.zotero.org/groups/format_ea", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/133626/items/WAXKTTW4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/format_ea/items/WAXKTTW4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1301230, "username": "basile.bailly", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/basile.bailly", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1244758, "username": "Jean-Loup Castaigne", "name": "Jean-Loup Castaigne", "links": { "alternate": { "href": "https://www.zotero.org/jean-loup_castaigne", "type": "text/html" } } }, "creatorSummary": "Stes and Van Petegem", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "WAXKTTW4", "version": 121, "itemType": "journalArticle", "title": "La formation pédagogique des professeurs dans l'enseignement supérieur. Une étude d'impact", "creators": [ { "creatorType": "author", "firstName": "Ann", "lastName": "Stes" }, { "creatorType": "author", "firstName": "Peter", "lastName": "Van Petegem" } ], "abstractNote": "", "publicationTitle": "Recherche & formation", "publisher": "", "place": "", "date": "2011", "volume": "67", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "15–30", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.cairn.info/resume.php?ID_ARTICLE=REFO_067_0015", "accessDate": "2013-07-03T07:00:09Z", "PMID": "", "PMCID": "", "ISSN": "0988-1824", "archive": "http://spiralconnect.univ-lyon1.fr/spiral-files/download?mode=inline&data=2362179", "archiveLocation": "", "shortTitle": "", "language": "fr", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": { "owl:sameAs": [ "http://zotero.org/groups/168565/items/ND8R2E7G", "http://zotero.org/groups/168565/items/ND8R2E7G" ] }, "dateAdded": "2013-07-03T12:29:43Z", "dateModified": "2016-07-03T13:54:46Z" } }, { "key": "9WTKUU8I", "version": 121, "library": { "type": "group", "id": 133626, "name": "Format° eA", "links": { "alternate": { "href": "https://www.zotero.org/groups/format_ea", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/133626/items/9WTKUU8I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/format_ea/items/9WTKUU8I", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1244758, "username": "Jean-Loup Castaigne", "name": "Jean-Loup Castaigne", "links": { "alternate": { "href": "https://www.zotero.org/jean-loup_castaigne", "type": "text/html" } } }, "creatorSummary": "Raucent et al.", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "9WTKUU8I", "version": 121, "itemType": "book", "title": "Accompagner des étudiants quels rôles pour l'enseignant ? Quels dispositifs ? Quelles mises en oeuvre ?", "creators": [ { "creatorType": "editor", "firstName": "Benoît", "lastName": "Raucent" }, { "creatorType": "editor", "firstName": "Caroline", "lastName": "Verzat" }, { "creatorType": "editor", "firstName": "Caroline", "lastName": "Villeneuve" } ], "abstractNote": "Accompagner les étudiants individuellement ou en équipe, pourquoi et comment s’y prendre ? Cet ouvrage présente des situations concrètes, des théories de références, des grilles et des outils pour les enseignants et chercheurs du supérieur.\nTransmettre des connaissances suffit-il pour former des étudiants autonomes et compétents ? Les professeurs doivent-ils se transformer en accompagnateurs ?\n\nAvec le développement des stages, de l’apprentissage par projet et par problème, des études de cas, des portfolios, du suivi des projets professionnels, etc., l’enseignant du supérieur n’échappe plus à cette tendance. Il quitte sa chaire pour prendre place à côté des étudiants afin de les accompagner dans leur apprentissage et les aider à construire leur identité professionnelle. Face à ce nouveau rôle, l’enseignant à l’université a parfois du mal à trouver ses marques : Comment encadrer des étudiants en stage ? Quel contrat passer entre l’étudiant et l’enseignant ? Comment évaluer les compétences dans un apprentissage par problème ? Comment se former au tutorat ? Développer l’autonomie, oui, mais comment ?\n\nCet ouvrage est construit autour d’une centaine de situations de terrain vécues par des enseignants du supérieur dans leur pratique d’accompagnement des étudiants, au sein d’une grande diversité d’institutions en France, en Belgique et au Québec dans des disciplines variées : sciences de l’ingénieur, gestion, droit, médecine, travail social et sciences de l’éducation. Chaque chapitre exploite ces situations pour traiter un aspect particulier comme la motivation et l’engagement des étudiants, la stratégie de formation des tuteurs, la gestion des conflits, l’évaluation des acquis des étudiants, l’utilisation du portfolio, le changement des relations entre l’institution et les enseignants...\n\nLes enseignants du supérieur trouveront dans cet ouvrage des pistes de réflexion, des exemples et des outils qui les aideront à mettre en place ou à améliorer leur pratique et leur propre dispositif d’accompagnement.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1re", "date": "2010", "publisher": "De Boeck", "place": "Bruxelles", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "576", "ISBN": "9782804133313 2804133311", "DOI": "", "citationKey": "", "url": "http://superieur.deboeck.com/titres/29012_1_0/accompagner-des-etudiants.html", "accessDate": "2013-06-12", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Accompagner des étudiants quels rôles pour l'enseignant ?", "language": "fr", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-06-12T10:08:13Z", "dateModified": "2016-07-03T13:54:40Z" } }, { "key": "I99VI3G8", "version": 121, "library": { "type": "group", "id": 133626, "name": "Format° eA", "links": { "alternate": { "href": "https://www.zotero.org/groups/format_ea", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/133626/items/I99VI3G8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/format_ea/items/I99VI3G8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1244758, "username": "Jean-Loup Castaigne", "name": "Jean-Loup Castaigne", "links": { "alternate": { "href": "https://www.zotero.org/jean-loup_castaigne", "type": "text/html" } } }, "creatorSummary": "Raucent and Vander Borght", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "I99VI3G8", "version": 121, "itemType": "book", "title": "Être enseignant: magister? metteur en scène?", "creators": [ { "creatorType": "editor", "firstName": "Benoît", "lastName": "Raucent" }, { "creatorType": "editor", "firstName": "Cécile", "lastName": "Vander Borght" } ], "abstractNote": "\" Il est devenu difficile de continuer à être un \" magister \" avec ces étudiants-là et dans ce contexte-là \" (G. Bajoit). Face à ce constat, des enseignants s'interrogent sur la relation entre \" celui qui sait \" et \" celui qui apprend \". Ils décident un changement en profondeur, mais sont confrontés à de multiples questions : Pourquoi changer ? Que changer ? Quels dispositifs mettre en place ? Comment faire évoluer les métiers d'étudiant et d'enseignant ? Quelle efficacité espérer de ce changement ? Comment évaluer les acquis des étudiants ? Le changement pédagogique est-il possible et durable ? L'ouvrage propose sept chapitres articulés autour de ces sept questions. Chacune d'entre elles est introduite par une situation vécue dans le cadre d'une réforme vers une pédagogie active par problèmes et projets mise en place dans une école d'ingénieurs. Des enseignants réagissent et se positionnent par rapport à cette situation. Ils partagent ce qu'ils ont eux-mêmes appris, souvent au prix d'efforts intenses. Des conseillers en pédagogie universitaire et des chercheurs en éducation alimentent cette table ronde à partir de leur expertise. Une synthèse clôture chaque question et propose des pistes de réflexion. Le lecteur cheminera dans cet ouvrage en fonction de ses propres interrogations. Un directeur des études pourrait être plus intéressé par la formation des enseignants ; les membres des organes de décision, par le bilan ; les enseignants, par la construction de dispositifs...", "series": "Pédagogies en développement", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2006", "publisher": "De Boeck Université", "place": "Bruxelles", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "456", "ISBN": "280415047X 9782804150471", "DOI": "", "citationKey": "", "url": "http://superieur.deboeck.com/titres/1037_1_0/etre-enseignant.html", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Être enseignant", "language": "fr", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-06-12T10:10:34Z", "dateModified": "2016-07-03T13:54:36Z" } }, { "key": "TF8TKSCC", "version": 121, "library": 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- 70 articles tirés de revues scientifiques anglo-saxonnes en pédagogie et qui abordent l'impact des TIC sur la motivation à apprendre en contexte scolaire. Mais date probablement du début 2000.

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Pour que les TIC suscitent la motivation de l’élève, il faut que ce dernier soit constamment invité à faire des choix et avoir son «mot à dire» dans sa façon d’apprendre.  De plus, il faut qu’il reçoive des encouragements appropriés et des commentaires judicieux sur les actions qu’il pose et sur sa démarche d’apprentissage.  Il faut également qu’il puisse faire des erreurs, sans pour autant être critiqué.  Enfin, il faut que l’environnement soit convivial et attirant sans pour autant être à l’image des jeux vidéo.

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Quelques points en résumé

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2. les études démontrent que l’utilisation des TIC suscitent un intérêt spontané chez un grand nombre d’élèves.  De plus, on observe que plusieurs d’entre eux prennent un réel plaisir à utiliser les TIC. Mais, lorsque l’on expérimente une nouvelle méthode ou un nouvel outil dans une classe, on voit la motivation des élèves augmenter rapidement.  Toutefois, lorsque l’effet de nouveauté s’estompe, leur motivation décroît et revient à son niveau initial. Il est également important de distinguer une motivation spontanée à utiliser les TIC, d’une réelle motivation à apprendre qui suscitera de l’engagement et de la persévérance dans son travail.

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3. Certains auteurs sont souvent emballés par les TIC.  Ces «technocentristes» peuvent difficilement s’empêcher de conclure que les TIC sont le «remède» à la majorité des maux que connaît l’école de nos jours.

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4. Pour que les élèves soient motivés à apprendre à l’aide des TIC, il existe des conditions d’ordre pédagogique à remplir qui ne dépendent pas directement des TIC

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5. Avantage des TIC : environnements d’apprentissage interactifs, chaque élève fait des choix, rétroactions rapides, tolérent l’erreur. Mais les éléments sonores et visuels que l’on programme dans le but de capter l’attention des élèves peut susciter de la motivation, mais celle-ci s’estompe rapidement.  Certains chercheurs (Lawless et Brown, 1997) ont même démontré que ces éléments accrocheurs peuvent distraire et diminuer l’engagement cognitif des élèves, car certains d’entre eux ne s’attardent qu’à ces éléments.

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7. Craintes : certains élèves pouvaient souffrir d’un manque de contact humain, mais que la plupart d’entre eux ne semblaient pas en être affectés ; la non-linéarité avec laquelle l’information est présentée peut provoquer chez certains élèves le sentiment qu’ils sont perdus ; les garçons préfèrent plus que les filles les méthodes d’enseignement à distance dans lesquelles les TIC sont utilisées comme outils d’apprentissage

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