Choisir d'enseigner, entre lumières et ombres : Une étude exploratoire auprès de futurs enseignants de l'enseignement préscolaire et primaire
Mots-clés :
Motivations, Enseignants de l'enseignement préscolaire et primaire, Recherche, Formation initiale des enseignants, Identité professionnelleRésumé
Les motivations à entrer dans la profession enseignante font depuis longtemps l'objet de débats dans la littérature scientifique, en raison de leur lien étroit avec la qualité des processus éducatifs et de formation. Plus récemment, la pénurie croissante de personnes disposées à s'engager dans cette carrière professionnelle, parfois en raison d'un abandon précoce, a ravivé l'intérêt pour la compréhension des moyens permettant d'attirer et de retenir des ressources humaines qualifiées au sein de la profession. Dans ce cadre, la contribution présente une étude empirique menée à l'échelle locale, fondée sur un triple objectif : cognitif, éducatif et social. Au moyen d'un questionnaire semi-structuré, l'étude examine les motivations d'accès de futurs enseignants inscrits à un cursus de master en sciences de la formation primaire dans une université nationale. En raison de la portée locale de l'étude, les résultats ne peuvent pas être généralisés. Ils sont toutefois cohérents avec les recherches nationales et internationales et fournissent des indications encourageantes quant à la persévérance dans la carrière. Ces résultats soulèvent également des considérations sociales et éducatives pertinentes. En particulier, favoriser la réflexion sur les motivations d'accès au cours de la formation initiale apparaît comme un élément stratégique dans le développement de l'identité professionnelle.
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