Search Results

This article is part of broader research on the well-being of teachers in Quebec; more specifically, assessing their socio-emotional competencies (SEC), which are poorly documented. In the absence of questionnaires in French (Yoder, 2014) to assess them, it was proposed to develop a new questionnaire following the seven-step approach of Frenette et al. (2019), which maximizes obtaining validity evidence. A sample of 401 teachers allowed us to accumulate various validity evidence supporting the use of this questionnaire. The analyses showed that the two-factor (intrapersonal and interpersonal) conceptual model fits the data well. According to the perception of Quebec teachers, the results highlight three findings: (1) SEC are used occasionally in classroom, (2) the interpersonal component is more present in their interventions than the intrapersonal one, and (3) young teachers present lower averages for the intrapersonal component compared to their older colleagues. Future research is needed to support these findings and justify the importance of introducing SEC into teacher training in Quebec.

Keywords: compétences socioémotionnelles, socio-emotional competencies, CASEL, CASEL, enseignant, teacher, questionnaire, questionnaire, processus de validation, validation process

The aspirations for the future that vulnerable young mothers develop early in adulthood tend to be influenced by their life experiences, including their experience of motherhood. Using a narrative approach, this study examines the aspirations expressed by 20 young mothers across all aspects of life, with a view to achieving a broader understanding of their experiences and how such aspirations can serve as sources of hope. Research participants, all of whom were between 18 and 26 years old, were recruited through community organizations for socio-economically vulnerable women with psychosocial adjustment issues. Semi-structured interviews revealed their strong desire to be good mothers, a notion they associated with having greater stability in their lives, access to material goods, positive relationships, and a stronger sense of well-being. They also expressed a desire to support those around them and give back to society. The results of our study therefore highlight the high expectations that these young mothers have for themselves, despite the limited opportunities currently available to them. Our findings also point to the importance of paying close attention to such women’s aspirations for the future when offering them support services.

Keywords: young mothers, jeunes mères, vulnérabilité, vulnerability, aspirations, aspirations, future, avenir, transition à la vie adulte, transition to adulthood, Québec, Quebec

This article highlights an organisational system designed to achieve two main objectives: firstly, to improve and prevent mental health problems in the workplace by empowering teaching staff individually and collectively to influence the organisation of work in their school, and secondly, to take transformative action on the constraints arising from the organisation of work that generates risky work situations for teaching staff. This article focuses on a case study and presents the implementation of the organisational system in a specific school. It describes the architecture and framework of the system, the players involved and their respective roles and describes and assesses the implementation process and the results observed.

Keywords: Mental health at work, Santé mentale au travail, organizational intervention, intervention organisationelle, evaluation, évaluation, milieux scolaires, school environments, work organization, organisation du travail

Keywords: appropriation de pratiques, pratiques évaluatives, aménagements à l’évaluation, trouble du spectre de l’autisme

This evaluative study focuses on the implementation and perceived effects of an in-person training program on knowledge translation, which is based on two massive open online courses (MOOCs). The training targeted staff members as well as partners of the Institut Pasteur de Madagascar. The study followed the Kirkpatrick model to evaluate the perceived effects of the training and the TIPEC framework (Technology, Individual, Pedagogy, and Enabling Conditions) to identify facilitators and barriers to its implementation. Data collection was guided by a convergent mixed-methods design. Thirty-two people completed the pre-training questionnaire, of these, 18 responded to the post-training questionnaire and 24 took part in semi-structured interviews five months after the training ended. Most participants indicated that the training, combining MOOCs with in-person support, met their needs, although some highlighted its intensity and high level of difficulty. The practical component of the training and the presence of a trainer were deemed essential to learning. The results suggest that the adopted pedagogical format may represent a relevant and accessible tool for the continuing education of professionals.

Keywords: Transfert des connaissances, knowledge translation, capacity building, renforcement des capacités, MOOC, MOOC, evaluation, évaluation, Madagascar, Madagascar

This study aimed to establish the effects of a model of learning situations drawn from play (LSDP) on the progression of certain skills and knowledge related to the emergence of writing in 5-year-old children enrolled in preschool education. Quasi-experimental research design adopting a pre-test-intervention-post-test design was conducted with 363 children divided into two groups. The teachers of the experimental group applied the LSDP model during the experimental phase, while the teachers of the control group opted for direct and school-type teaching of the prerequisites of reading and writing. This study has shown that an LSDP model produces better results regarding the development of knowledge and skills related to the emergence of writing than school-based teaching. The results indicate that this model is particularly efficient for the development of the functional aspect of written language and that it is at least as efficient for conventional and sound aspects as direct teaching. Further, age and play skills are positively associated with the progression of the emergence of writing, while participants’ sex is not, regardless of the pedagogical model.

Keywords: Make-believe play, jeu de faire-semblant, émergence de l’écrit, Emergence of writing, situations d’apprentissage issues du jeu, Pedagogical approaches, approches pédagogiques, Preschool education, learning situations drawn from play, éducation préscolaire

Whereas Simmel researchers have set a high value on his concepts of culture, art and money, Simmel’s relationship with technology still remains unclear. This article explores his usages of the German term “Technik” and conceptualizes them in the light of STS. Moreover, it suggests intersections with recent philosophy of technology, a subdiscipline in which Simmel should be included for good reasons. His understanding of technology ranges from infrastructures to architectures of means/ends, quotidian artifacts, biofacts and scientific instruments (microscope, telescope). On the processual level, it relates to ideas of cultivation, mechanization and resists technocracy. In sum, Simmel interprets technology as formative instance of objective culture that can interact with the soul of the modern subject and its realizations (subjective culture).

Keywords: Philosophy of Technology, Science and Technology Studies (STS), Infrastructure, Cultivation, Socio-technical Systems, José Ortega y Gasset, Friedrich Nietzsche

Keywords: différenciation pédagogique, enseignement personnalisé, échec en 1er cycle universitaire, dynamique motivationnelle, sentiment de compétence

Keywords: didactique de l’écriture, médiation, approche par genres, enseignement des langues

This article examines contemporary television series as an aesthetic apparatus of the unconscious. Through an analysis of The Sopranos, In Treatment, and The Patient, it argues that psychoanalysis functions not merely as narrative content but as a structural principle. Serial form operates through repetition, delay, and reopening rather than closure. Each episode resembles an analytic session; each season unfolds as a cycle of transference and resistance. Meaning emerges retroactively, mirroring Freud’s concept of deferred action (Nachträglichkeit). In The Sopranos, the therapist’s office serves as the symbolic unconscious core of the narrative. In Treatment intensifies this structure by centering drama on speech, silence, and listening. The Patient reverses the analytic framework, turning transference into literal captivity. Formally, these series translate psychoanalytic processes—repression, repetition, displacement—through fragmentation, ellipsis, and temporal suspension. The spectator becomes implicated in a dynamic of transference, transforming viewing into a diffuse analytic experience. Contemporary serial television thus emerges as a privileged site where fiction enacts, rather than simply represents, the logic of the unconscious and redefines modern subjectivity.

Keywords: subconscious, inconscient, transfert, transference, refoulement, repression, répétition, repetition, narrative apparatus, dispositif narratif, espace analytique, analytic space, aesthetics of emptiness, esthétique du manque