La résilience d’enseignants œuvrant en milieux défavorisés : la voie prometteuse de la réflexion sur la pratique pour faire face à l’adversité

Leroux, Mylène; Théorêt, Manon

doi:10.1007/s11159-014-9432-2

Cited by 3 publications

(10 citation statements)

References 30 publications

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“…Five factors mentioned in a similar proportion also appear in the relevant scientific literature: flexibility, openmindedness (Leroux, 2010;Leroux & Théorêt, 2014a); interest in continuing education (Beltman et al, 2011;Huisman et al, 2010;Leroux, 2010); sense of accomplishment (Beltman et al, 2011;Leroux & Théorêt, 2014a); experience in teaching (Leroux, 2010); and…”

Section: Common Factors For Both Groupsmentioning

confidence: 76%

“…It is also interesting to see the factor, family and friends' support, emerging for prospective ETs; this may be related to work-life balance, which will be discussed later on. And once more, those three factors are all highlighted in the literature: colleagues' support (Beltman et al, 2011;Leroux & Théorêt, 2014b;Sharplin et al, 2011); good relationships and work environment (Leroux & Théorêt, 2014a;Leroux, 2010;Tait, 2008); and family and friends' support (Beltman et al, 2011;Leroux & Théorêt, 2014a, 2014bLeroux, 2010).…”

Section: Common Factors For Both Groupsmentioning

confidence: 99%

“…Concerning personal risk factors, prospective ETs specifically underscored two important factors that are also present in the scientific literature: "stress, burnout, fragile psychological health" (15%, Hong, 2010;Leroux, 2010;Leroux & Théorêt, 2014a, 2014bSharplin et al, 2011) and "inappropriate work-life balance" (12%, Hong, 2012;Leroux, 2010;Leroux & Théorêt, 2014a, 2014b. We would assume these two factors are interconnected; however it remains unclear why they are completely ignored by prospective PHETs.…”

Section: Distinctions Between the Two Groupsmentioning

confidence: 99%

“…(Hand, 2007;Hill & Brodin, 2004;Huisman, Singer, & Catapano, 2010;Peters & Pearce, 2012;Tait, 2008). Lack of involvement or self-imposed isolation (Leroux & Théorêt, 2014a) could be seen as a fear of seeking help, only to be perceived as incompetent or unprepared for the job (Shoval, Erlich, & Fejgin, 2010;Tait, 2008). Five other factors were cited less often, but their frequency was similar for both groups, and all are highlighted in the scientific literature: low self-efficacy, low self-confidence (Beltman et al, 2011;Hong, 2012;Leroux & Théorêt, 2014b;Leroux, 2010;Tait, 2008); feeling of isolation, weak sense of belonging (Castro, Kelly, & Shih, 2010); negative feelings (Hong, 2010;Leroux & Théorêt, 2014b;Leroux, 2010;Sharplin et al, 2011); lack of competencies (Leroux, 2010;Leroux & Théorêt, 2014b); and lack of flexibility (Leroux, 2010).…”

Section: Common Factors For Both Groupsmentioning

confidence: 99%

“…In reference to environmental risk factors, prospective ETs particularly stressed difficult relationships with pupils' parents or problems related to family (Beltman et al, 2011;Castro et al, 2010;Leroux, 2010;Leroux & Théorêt, 2014a, 2014bPeters & Pearce, 2012); this is understandable because, unlike the prospective PHETs, their work brings them into greater contact with pupils' families. This factor again stresses the need to address the issue of how to collaborate with pupils' parents / family in elementary teacher education programs.…”

Section: Distinctions Between the Two Groupsmentioning

confidence: 99%

See 4 more Smart Citations

Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

Leroux

Beaudoin

Grenier

et al. 2017

mje

Self Cite

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The growing body of literature on teacher induction barriers has revealed the need to address issues that may lead to negative consequences. Recent research points to an increased interest in teacher resilience, a concept that promotes positive adaptation to counteract these adverse outcomes. However, teacher induction and resilience may differ depending on teaching context. For example, do specialists such as physical and health education teachers experience the same induction situation as generalist teachers? The authors aimed to compare the anticipated risk and protective factors related to the induction of these prospective teachers. The data from two studies were analyzed using thematic coding. The results indicate similarities and differences between the two groups that suggest ways to better support teacher induction.

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Section: Common Factors For Both Groupsmentioning

confidence: 76%

Section: Common Factors For Both Groupsmentioning

confidence: 99%

Section: Distinctions Between the Two Groupsmentioning

confidence: 99%

Section: Common Factors For Both Groupsmentioning

confidence: 99%

Section: Distinctions Between the Two Groupsmentioning

confidence: 99%

See 3 more Smart Citations

Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

Leroux

Beaudoin

Grenier

et al. 2017

mje

Self Cite

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Nouveaux-arrivants et enseignement en milieu franco-manitobain : regards croisés sur des pensées et pratiques favorisant la résilience

Piquemal

2017

cfco

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L’objectif global de la présente étude est, à la lumière de la théorie de la résilience et des facteurs de protection et de risque liés à la notion de résilience (Leroux et Théorêt, 2014; Théorêt, 2005), d’offrir une interprétation critique de données qualitatives recueillies auprès d’éducateurs et d’éducatrices au sein d’une école élémentaire de la DSFM sur les récentes initiatives pédagogiques, sociales et structurelles relatives à l’intégration des nouveaux-arrivants. L’analyse des données montre une prédominance des facteurs de protection par rapport aux facteurs de risque, tant internes qu’externes, suggérant l’existence d’un personnel résilient, c’est-à-dire faisant preuve de persévérance, de résistance et de compétence dans des situations de défis. Les ressources individuelles (confiance en soi, sentiment d’accomplissement, sentiment de responsabilité personnelle, auto-efficacité et motivation intrinsèque) ainsi que les ressources environnementales (ressources humaines, opportunités de participation active, climat de collaboration) constituent des facteurs d’épanouissement et de persévérance et réduisent les facteurs de stress dans des situations rendues difficiles par les disparités de tous genres des élèves.In light of the theory of resilience and the factors of risk and protection associated with the concept of resilience (Leroux et Théorêt, 2014; Théorêt, 2005), the objective of this study is to provide a critical interpretation of qualitative data collected from educators in a DSFM elementary school on recent educational, social and structural initiatives related to the integration of newcomers. Data analysis shows a predominance of protective factors in relation to risk factors, both internal and external, suggesting the existence of resilient teachers, meaning that teachers demonstrate perseverance and competence in the face of challenging situations. Individual resources (self-confidence, a sense of accomplishment, a sense of personal responsibility, self-efficacy and intrinsic motivation) and environmental resources (human resources, opportunities for active participation, a climate of collaboration) constitute factors of self-fulfillment and perseverance, and reduce stressors in situations made difficult by the various disparities present in the student population

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L’insertion professionnelle d’enseignants novices : identification des facteurs dans leurs récits autobiographiques

Voz¹

2020

phro

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La résilience d’enseignants œuvrant en milieux défavorisés : la voie prometteuse de la réflexion sur la pratique pour faire face à l’adversité

Cited by 3 publications

References 30 publications

Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

Nouveaux-arrivants et enseignement en milieu franco-manitobain : regards croisés sur des pensées et pratiques favorisant la résilience

L’insertion professionnelle d’enseignants novices : identification des facteurs dans leurs récits autobiographiques

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