The rapid growth of digital technologies in the education sector has highlighted the crucial importance of training teachers to use these innovative tools. The Digital Switzerland strategic plans (SC, 2018) and the Digital Strategy for the French-speaking cantons and Ticino (EDK, 2018) emphasize the need to develop advanced digital skills to meet contemporary teaching requirements. Since 2020, the forced distance delivery of education has accelerated the adoption of distance learning, increasing the need for high-quality pedagogical videos to support hybrid training in educational institutions, with video becoming a central pedagogical tool.
This thesis examines the evolution of the pedagogical digital capacities (TPaCK) of teacher trainers in the context of the design of pedagogical videos in three educational institutions in French-speaking Switzerland. Drawing on Mayer's (2009, 2014) principles of multimedia learning and Brame's (2016) guidelines for video design, the study uses Mishra and Koehler's (2006) TPaCK model as an analytical framework for assessing participants' technological, pedagogical and disciplinary integration capacities.
The comprehensive methodology of this research involves the submission of two pedagogical videos by each participant: a first video before the provision of specific pedagogical resources and a second after the eventual consultation of these self-service resources. These resources were designed to enrich participants' understanding and knowledge of how to create effective educational videos.
Participants' abilities were assessed using a self-assessment questionnaire based on the TPaCK model, administered twice: once before the resources were made available and again after the second video had been designed and submitted. To complete this quantitative evaluation, interviews were conducted at the end of the study, enabling the participants to talk about their work, their creative process and their perception of the development of their skills.
The results of this research show that consulting the teaching resources had a positive impact on participants' TPaCK skills, with a significant improvement in their understanding and application of the principles of instructional video design. The interviews revealed that the panel perceived a significant improvement in their abilities, confirming the effectiveness of the proposed approach.
In conclusion, this study highlights the importance of structured support and the availability of suitable teaching resources for developing the digital skills of teacher trainers. It also contributes to improving the quality of teaching videos produced for hybrid teaching, offering valuable recommendations for improving in-service training programmes in this field.
