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The research presented in this article proposes new training formulas for Inuit teachers from Puvirnituq and Ivujivik in Nunavik through the experiences of videoconferencing. It is based on a hybrid of face-to-face and distance training, where collaborative work is a priority. Optimal conditions for Inuit teacher training were identified through observing the various uses of videoconferencing from 2011 to 2015 - this despite the geographic remoteness, and the biculturalism and trilingualism of Inuit teachers, which originally made the integration of this technology difficult. The preliminary results highlight advantages and limitations of such an implementation by raising issues related to biculturalism, trilingualism, technology, management and governance. Fondee sur une formation hybride presentielle et distancielle et privilegiant le travail collaboratif, la presente recherche propose la mise a l’essai de nouvelles formules de formation des enseignants inuits de Puvirnituq et d’Ivujivik au Nunavik a travers une experience de visioconference. Bien que le contexte d’eloignement geographique ainsi que le biculturalisme et le trilinguisme des enseignants inuits aient rendu difficile l’integration pedagogique de cette technologie, l’observation pendant 4 ans (2011-2015) de differentes utilisations de la visioconference a permis d’identifier les conditions optimales de formation des enseignants inuits. Les resultats preliminaires mettent en evidence les avantages et les limites d’une telle implantation en faisant emerger les defis lies a la biculturalite, au trilinguisme, a la technologie, a la gestion et a la gouvernance.

canadian journal of learning and technology

Un projet de mise en place de la visioconférence en support à la formation des enseignants inuits : enjeux et bénéfices d’une recherche-développement en milieu nordique | Implementation of Videoconferencing to Support Inuit Teacher Training: Advantages and Challenges