Inclusion scolaire et précarisation des enseignantes en début de carrière : tensions entre idéaux pédagogiques et réalités du terrain.
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| Title: | Inclusion scolaire et précarisation des enseignantes en début de carrière : tensions entre idéaux pédagogiques et réalités du terrain. |
|---|---|
| Authors: | Bilodeau, Karine1, Giguère, Émilie2, St-Arnaud, Louise2 |
| Source: | Canadian Journal of Education / Revue Canadienne de l'Éducation. automne2025, Vol. 48 Issue 3, p968-1000. 33p. |
| Subject Terms: | *Inclusive education, *Early childhood teachers, *Educational support, *Educational objectives, *Teacher training, *Job security, Psychological distress |
| Geographic Terms: | Québec (Province) |
| Abstract (English): | This study examines the impacts of inclusive education on the experiences of early-career preschool and elementary school teachers in Quebec. Using a qualitative methodology involving individual interviews, photo elicitation, and group interviews with 25 teachers, the study highlights the challenges of managing heterogeneous classrooms and insufficient resources. Findings reveal a persistent perception of a divide between so-called "regular" students and those requiring "inclusion," as well as tensions between organizational expectations and on-the-ground realities. These challenges intensify teachers’ feelings of powerlessness and professional precarity, while underscoring an urgent need for systemic support and tailored training. The study concludes that while the principle of inclusion is widely supported, it remains a source of emotional and professional strain due to institutional shortcomings. The findings would advocate for rethinking training frameworks and investing in adequate resources to ensure equitable and sustainable inclusion. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cette étude analyse les impacts de l’inclusion scolaire sur le vécu des enseignantes en début de carrière dans l’enseignement préscolaire et primaire au Québec. À travers une méthodologie qualitative combinant des entretiens individuels, des photos commentées et des entretiens de groupe avec 25 enseignantes, l’étude explore les défis liés à la gestion de classes hétérogènes et au manque de ressources. Les résultats mettent en évidence la perception persistante d’un clivage entre les élèves dits «réguliers » et les élèves d’« inclusion», ainsi que les tensions entre les attentes organisationnelles et la réalité du terrain. Ces défis exacerbent le sentiment d’impuissance et la précarité des enseignantes, tout en révélant un besoin urgent de soutien systémique et de formation adaptée. L’étude conclut que l’inclusion, bien que soutenue dans son principe, demeure une source de surcharge émotionnelle et professionnelle en raison de lacunes institutionnelles. Elle incite à repenser les cadres de formation et à investir dans des ressources adaptées pour garantir une inclusion équitable et durable. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190048787 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inclusion scolaire et précarisation des enseignantes en début de carrière : tensions entre idéaux pédagogiques et réalités du terrain. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bilodeau%2C+Karine%22">Bilodeau, Karine</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Giguère%2C+Émilie%22">Giguère, Émilie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22St-Arnaud%2C+Louise%22">St-Arnaud, Louise</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Education+%2F+Revue+Canadienne+de+l'Éducation%22">Canadian Journal of Education / Revue Canadienne de l'Éducation</searchLink>. automne2025, Vol. 48 Issue 3, p968-1000. 33p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+security%22">Job security</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+distress%22">Psychological distress</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Québec+%28Province%29%22">Québec (Province)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study examines the impacts of inclusive education on the experiences of early-career preschool and elementary school teachers in Quebec. Using a qualitative methodology involving individual interviews, photo elicitation, and group interviews with 25 teachers, the study highlights the challenges of managing heterogeneous classrooms and insufficient resources. Findings reveal a persistent perception of a divide between so-called "regular" students and those requiring "inclusion," as well as tensions between organizational expectations and on-the-ground realities. These challenges intensify teachers’ feelings of powerlessness and professional precarity, while underscoring an urgent need for systemic support and tailored training. The study concludes that while the principle of inclusion is widely supported, it remains a source of emotional and professional strain due to institutional shortcomings. The findings would advocate for rethinking training frameworks and investing in adequate resources to ensure equitable and sustainable inclusion. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cette étude analyse les impacts de l’inclusion scolaire sur le vécu des enseignantes en début de carrière dans l’enseignement préscolaire et primaire au Québec. À travers une méthodologie qualitative combinant des entretiens individuels, des photos commentées et des entretiens de groupe avec 25 enseignantes, l’étude explore les défis liés à la gestion de classes hétérogènes et au manque de ressources. Les résultats mettent en évidence la perception persistante d’un clivage entre les élèves dits «réguliers » et les élèves d’« inclusion», ainsi que les tensions entre les attentes organisationnelles et la réalité du terrain. Ces défis exacerbent le sentiment d’impuissance et la précarité des enseignantes, tout en révélant un besoin urgent de soutien systémique et de formation adaptée. L’étude conclut que l’inclusion, bien que soutenue dans son principe, demeure une source de surcharge émotionnelle et professionnelle en raison de lacunes institutionnelles. Elle incite à repenser les cadres de formation et à investir dans des ressources adaptées pour garantir une inclusion équitable et durable. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190048787 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 33 StartPage: 968 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Educational support Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Job security Type: general – SubjectFull: Psychological distress Type: general – SubjectFull: Québec (Province) Type: general Titles: – TitleFull: Inclusion scolaire et précarisation des enseignantes en début de carrière : tensions entre idéaux pédagogiques et réalités du terrain. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bilodeau, Karine – PersonEntity: Name: NameFull: Giguère, Émilie – PersonEntity: Name: NameFull: St-Arnaud, Louise IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: automne2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03802361 Numbering: – Type: volume Value: 48 – Type: issue Value: 3 Titles: – TitleFull: Canadian Journal of Education / Revue Canadienne de l'Éducation Type: main |
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