Résumés
Résumé
La formation initiale en enseignement au Québec accorde peu de place au développement de la compétence émotionnelle alors que de plus en plus de chercheurs soutiennent qu’elle est nécessaire pour enseigner (Lafortune, 2005 ; Lafranchise, 2010). Dans l’éventualité de proposer une formation plus adaptée aux besoins des futurs enseignants au secondaire, nous avons mené une recherche qualitative pour décrire leur compétence émotionnelle lorsqu’ils s’initient à la pratique. Les résultats indiquent que ces derniers vivent de nombreuses émotions négatives, qu’ils sont peu ou pas outillés pour les gérer, et peu ou pas conscients de l’impact de celles-ci sur leur tâche.
Mots-clés :
- compétence émotionnelle,
- formation initiale,
- stage,
- enseignement secondaire
Abstract
Although an increasing number of researchers argue that teachers require emotional competence to perform their jobs, in Quebec, initial teacher training attaches little importance to its development. With the goal of providing training that is better adapted to the needs of future high school teachers of French and of the sciences, we asked 15 future teachers following their final stage, when they took charge of a classroom for the first time, to describe their emotional competence. Results indicate that, as they began their practice, they experienced many negative emotions for which they were poorly or not at all equipped to deal with. Future teachers were also mildly aware, or unaware, of the impact of these emotions on their practice.
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Parties annexes
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