Abstracts
Abstract
This qualitative study explores the lived experiences of three experienced secondary Visual Arts teachers educated in Canada. Following grounded theory, interweaving qualitative in-depth interviews and research creation, the study investigates the well-being of two experienced secondary teachers - one employed at a local school in Montreal and the other at an international school in Shanghai. The insights gleaned from these teacher narratives are then compared to the author's own autoethnographic reflections serving to inform the author’s art-making practice and storying. The findings reveal an imbalance in teacher satisfaction, raising concerns about teacher well-being within the secondary Visual Arts discipline in Canada.
Keywords:
- Art Education,
- Teacher Well-being,
- Secondary Visual Arts,
- Artist-Teacher,
- International Baccalaureate,
- Research Creation,
- Art Teacher Voice,
- Teacher Satisfaction,
- Quebec Arts Curriculum
Résumé
Cette étude qualitative se penche sur les expériences vécues par trois enseignantes chevronnées en art visuel au secondaire, toutes formées au Canada. Fondée sur la théorie ancrée, des entrevues qualitatives exhaustives et la recherche-création, l’étude s’interroge sur le bien-être de deux enseignantes chevronnées du secondaire, une travaillant dans une école locale de Montréal et l’autre dans une école internationale à Shanghai. Les points de vue issus des récits des enseignantes sont ensuite comparés aux réflexions autoethnographiques de l’autrice, réflexions qui renseignent sa pratique artistique et son récit. Les conclusions révèlent un déséquilibre au niveau de la satisfaction des enseignantes, ce qui soulève des inquiétudes quant au bien-être des enseignants en arts visuels du secondaire au Canada.
Mots-clés :
- éducation artistique,
- bien-être des enseignants,
- arts visuels au secondaire,
- enseignant artiste,
- baccalauréat internationale,
- recherche-création
Appendices
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