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Keywords: mole, formation des enseignants, analogie modélisante, design-based research, obstacles didactiques

Access to mental health care remains a pressing global issue. In response, policymakers have devised strategies that span from self-care to psychotherapy, hoping to ease the strain. However, reforms over the past two decades have significantly restricted access to psychotherapy, limiting the number of professionals, such as nurses, allowed to practise under stringent conditions. This article examines the effects of Quebec’s public policies on the practice of psychotherapy and mental health interventions. A critical discourse analysis, grounded in Strauss’s theory of negotiated order, was conducted on 48 policy documents and public discourses. The findings reveal that mental health interventions have become disconnected from their therapeutic essence, reduced instead to technical tasks. This shift perpetuates a hierarchical professional landscape, subordinating these practices despite their reliance on the relational dynamics that define effective mental health care. For the nursing profession, the implications are profound. The profession’s contribution to providing timely access to community-based mental health services is being overlooked, stymied by outdated perceptions and policy restrictions.

Keywords: discourse analysis, negotiated order, mental health, primary care, psychotherapy

In Switzerland, the police profession has been busy since 2020 with a new general concept for the basic training of police officers. This nationwide transformation provided the opportunity to launch a longitudinal study that repeatedly questioned a cohort of cadets by questionnaire, from the start of their training until their entry into the profession. This article looks back at how the research was set up, and presents and discusses some of the results from the exploratory phase of the project. These preliminary results highlight changes in the organisational and affective commitment of cadets who completed the basic training over two years. We show a clear decline in this commitment over time, but starting from a very high level at the beginning of the training.

Keywords: police, police, training, formation, engagement organisationnel, organizational commitment, longitudinal approach, approche longitudinale

This article reports on part of the results of a research study conducted among international students (IS) attending Quebec universities during the COVID-19 pandemic. The research focused on the social uses of ICTs and the quality of life of ISs during periods of confinement, and the results presented and discussed in this article relate more specifically to ISs’ experiences and perceptions of the measures and services offered by universities in the context of confinement. To meet this objective, semi-structured interviews were conducted with 40 ISs to explore in depth their personal life experiences and perceptions in the context of confinement. According to the ISs, the measures deployed by Quebec universities covered five main aspects of student life: (1) courses and research, (2) learning assessments, (3) support resources, (4) personal finances and (5) mental and physical health. In addition, the ISs identified (6) measures not taken by the universities and were able to express (7) their appreciation of the overall measures taken by the universities. The main findings from the seven response categories enabled us to identify various avenues for improvement, taking into account the specific characteristics of the ISs. These include recognizing the specificities of different groups and communities and strengthening the intercultural skills of decision-makers in educational institutions, in order to design effective interventions, programs and policies for ISs, particularly in times of pandemic.

Keywords: étudiants internationaux, international students, COVID-19, COVID-19, mesures, measures, services, services, universités, universities

This article explores the gap between decolonization and social innovation, often treated separately despite their potential synergies. By establishing a nuanced framework applicable to various contexts, we aim to integrate decolonial principles into social innovation for more equitable and sustainable change. Our research examines the common themes, challenges, and opportunities in both fields, highlighting their interconnection, unequal power relations, liberation of dominant narratives, and intercultural dialogue. This framework enriches the materialist decolonial theory with a model that integrates the transformative goals of both concepts. It challenges the dominant power structures, embraces diverse knowledge systems, and encourages intercultural dialogue, offering a more critical assessment of social innovation processes. This model could guide practitioners, policymakers and researchers toward a more inclusive and resilient society that respects historical legacies, while valuing diverse perspectives.

Keywords: innovation sociale, social innovation, decolonization, décolonisation, transformation, transformation, innovation cycle, cycle d'innovation

A Linguistic Risk-Taking Passport is an excellent means to orchestrate Task-Based Language Teaching (TBLT) and different learner needs in inclusive settings. We identified core areas in which learners with Developmental Language Disorder (DLD) face linguistic risk-taking. Two semi-structured expert interviews were conducted and qualitative content analysis was carried out to identify specific linguistic risks of learners with DLD in and outside of school. Our results suggest that learners with DLD need systematic support in choosing and facing the next appropriate linguistic risks that lead to healthy risk-taking. We argue that this can contribute to an exploitation of their learning potential and to social-emotional well-being. Numerous linguistic risks are related to an increased sensitivity in the affective domain. The data analysis led to tentative hypotheses for a Linguistic Risk-Taking Passport for learners with DLD.

Keywords: linguistic risk-taking, prise de risques linguistiques, task-based language learning, enseignement des langues basé sur les tâches (ELBT), enseignement inclusif, inclusion, Developmental Language Disorder, trouble du développement du language (TDL), tâches de la vie réelle, real life tasks

This article explores how Christmas reflects changes in the conception of the sacred, with a focus on childhood. Following a theological and historical overview, the author examines the transformations of this celebration and the growing prominence of children within it. Christmas offers a privileged perspective to observe the reconfigurations of children’s place in society, showcasing various social representations of childhood, such as the child as a victim, the innocent child, and the child subject of rights, which contribute to the sacralization and mythification of childhood. In sum, this article highlights how Christmas illustrates the transformations of the sacred and the contemporary valorization of childhood.

Keywords: Christmas, Noël, sacralization, sacralisation, enfance, childhood, rituels, rituals, mythes, myths, Jésus, Jesus, Santa Claus, père Noël, secularization, sécularisation, children’s rights, droits de l’enfant

The exercise of evaluative judgement in the context of an internship remains a challenge for student-teacher trainers (Tobola et Périsset, 2021). Although guidelines are provided to support their professional judgement, the large number of trainers involved in the evaluation of the student teacher’s competencies leads to disparities in understanding the expected progression during each internship (Gouin et al., 2023). This article aims to document the development of a common understanding of the levels of mastery expected per internship among student-teacher trainers through the co-construction of development indicators. To achieve this, the developmental dimension of the professional competency assessment concept (Legendre, 2007; Tardif, 2006, 2017, 2019) is used to inform the research. The research material comes from seven group meetings held as part of a qualitative collaborative research study (Bourassa et al., 2007, 2013; Chevalier et Buckles, 2013). The data was analyzed using a deliberative inductive approach, considering two ways to operationalize the developmental dimension of professional competency assessment (Bélair et Talbot, 2023; Monfette et Malo, 2023). The results present the process of co-construction of indicators that demonstrate the development of a common understanding of the levels of mastery expected for each internship among the trainers.

Keywords: Assessment, Évaluation, Compétences professionnelles, Professional competencies, Teaching internships, Stages en enseignement, Recherche collaborative, Collaborative research, Formation en enseignement, Teacher training

This article documents the process of voluntary professional reconversion to the profession of primary school teacher in the Wallonia-Brussels Federation (Belgium). Using a qualitative research approach, we interviewed nine adults who attended an initial teacher education program for primary school teaching. Results show a close link between the identity tensions resulting from the previous or current career(s) and the identity project of becoming a primary school teacher. They also highlight the skills previously acquired in the private and professional spheres that contribute to a positive feeling of self-efficacy in the tasks specific to the desired profession. Finally, we provide practical recommendations for teacher education curriculum and the integration of these second-career teachers in the teaching profession.

Keywords: Enseignants de seconde carrière, second career teachers, professional reconversion, reconversion professionnelle, dynamique identitaire, identity dynamics, primary education, enseignement primaire, professional competencies, compétences professionnelles