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| Content Provider | Springer Nature Link |
|---|---|
| Author | Leroux, Mylène Théorêt, Man |
| Copyright Year | 2014 |
| Abstract | L’exercice de la profession enseignante dans les milieux défavorisés présente de nombreux défis et quelques études se sont déjà penchées sur la résilience des enseignants dans ce contexte. De ces travaux, certains ont fait ressortir les compétences professionnelles comme un facteur de protection essentiel chez les enseignants œuvrant dans ces milieux. Parallèlement, les écrits sur le développement de ces compétences mettent en lumière la contribution potentielle de la réflexion dans ce processus. L’étude doctorale dont il est ici question visait à explorer les relations entre la résilience d’enseignants en milieux défavorisés et leur réflexion sur leur pratique professionnelle. Elle a été réalisée auprès de 23 enseignants provenant de sept écoles primaires très défavorisées de Montréal (Canada). Ceux-ci ont été invités à compléter un questionnaire sur la qualité de vie au travail ainsi qu’un journal d’autoévaluation du stress quotidien. Ils ont ensuite été conviés à un entretien individuel semi-dirigé. Les analyses quantitatives et qualitatives des données ont permis de dégager quatre profils de résilience chez les participants puis de décrire la façon dont ces derniers réfléchissent à leur pratique, en tenant compte du processus et des contenus de leur réflexion. La comparaison des deux cas extrêmes de l’échantillon (l’enseignante la plus résiliente et la moins résiliente) fait d’ailleurs apparaître des divergences notables en termes de réflexion. La discussion met en lumière les relations entre la résilience et la réflexion des enseignants et de dégager des pistes pour favoriser le développement de cette résilience.The resilience of teachers working in deprived environments: How reflection on personal teaching practice can help to overcome adversity – Teaching in deprived areas presents many challenges. There have been several studies of teachers’ resilience in this context, and some have shown that professional skills are an essential protective factor for teachers working in such environments. Some reports also show that reflection on one’s personal teaching practice can help to develop these skills. This doctoral study sought to explore the relationship between the resilience of teachers in deprived areas and their reflection on their professional practice. It involved twenty-three teachers from seven very deprived primary schools in Montreal, who were asked to complete a questionnaire on the quality of their working lives and keep a self-evaluation diary of their day-to-day stress levels. They then took part in a semi-directed personal interview. Quantitative and qualitative analysis of the data identified four resilience profiles in the subjects, and described how they reflected on their teaching practice, taking account of the process and content of the reflection. A comparison of the two extreme cases in the sample, the most and least resilient teachers, showed significant divergences in terms of reflection. The discussion highlights the relationship between resilience and reflection, and ways of encouraging the development of such resilience. |
| Starting Page | 703 |
| Ending Page | 729 |
| Page Count | 27 |
| File Format | |
| ISSN | 00208566 |
| Journal | International Review of Education |
| Volume Number | 60 |
| Issue Number | 5 |
| e-ISSN | 15730638 |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2014-07-09 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Résilience des enseignants Milieux défavorisés Stress Réflexion sur la pratique Canada International and Comparative Education Education (general) |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education E-learning |
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