Résumés
Abstract
The teachers in this study identified the experiences related to increases in the intensity of teachers’ work to be a misunderstood and under-discussed aspect of the profession. During research conversations that took place in the context of a year-long narrative inquiry, the term heavy hours was coined to describe these experiences. The salient features of heavy hours described include: rapid professional decision-making, being pulled in an excess of directions, and the residue that lingers long after the hour is over. After exploring the ways in which the teachers in this study experienced and defined heavy hours, this paper asserts that foregrounding this understanding has implications for the way in which we prepare and support teachers throughout their careers.
Résumé
Dans le cadre de ce projet de recherche, les enseignants participants ont mis en lumière un aspect incompris et peu discuté de la profession : les expériences vécues en raison de l’augmentation de l’intensité du travail. Au cours de discussions tenues dans le cadre d’une recherche narrative d’une durée d’un an, le terme « heures surchargées » s’est imposé pour décrire ces expériences. Les caractéristiques marquantes de ces heures surchargées sont l’obligation de prendre un nombre élevé de décisions professionnelles en un court laps de temps tout en étant sollicité de toutes parts et le ressac d’émotions qui persistent plusieurs heures après la fin des classes. Après avoir exploré la manière dont les enseignants vivent et définissent les heures surchargées, les auteurs de l’article affirment que prioriser la compréhension de ce phénomène a des conséquences sur la façon dont nous formons et soutenons les enseignants tout au long de leur carrière.
Parties annexes
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