Abstracts
Abstract
This article draws from a Canadian project examining the holistic dimensions of well-being in teacher education programs. In keeping with calls to action in research and in the practice of teacher education, conceptualizations offering a wider view of well-being—beyond physical, mental, and emotional health—guided the inquiry. This study presents findings from a questionnaire disseminated to students in three teacher education programs in Western Canada. The results indicated that the teacher education programs addressed the vocational, social, intellectual, and cultural dimensions of well-being. Dimensions relating to emotional, physical, spiritual, and financial well-being were not consistently addressed. Of note was the financial precarity impacting the well-being of a majority of respondents. Since a sense of belonging was identified as an important indicator of well-being, especially for students who identify as Black, Indigenous, and people of colour (BIPOC), these findings may guide teacher education programs in adopting productive ways to navigate the distinct realities of students in a post-pandemic society.
Keywords:
- well-being,
- sense of belonging,
- teacher education,
- culturally responsive pedagogy,
- BIPOC
Résumé
Cet article s’inspire d’une recherche canadienne faisant l’étude des multiples dimensions du bien-être dans la formation initiale des enseignants. Conformément aux appels à l’action dans le domaine de la recherche et de la pratique de la formation initiale en enseignement, des conceptualisations offrant une vision plus large du bien-être, au-delà de la santé physique, mentale et émotionnelle, ont guidé la recherche. Cette étude présente les résultats d›un questionnaire distribué aux étudiants de trois programmes de formation en enseignement dans l’Ouest canadien. Les résultats indiquent que ces programmes de formation abordent les dimensions professionnelle, sociale, intellectuelle et culturelle du bien-être. Cependant, les dimensions liées au bien-être émotionnel, physique, spirituel et financier nécessitent davantage d›attention. On remarque aussi que la précarité financière impacte le bien-être de la majorité des personnes interrogées. Enfin, puisque le sentiment d’appartenance est identifié comme un indicateur important du bien-être, en particulier pour les étudiants qui s’identifient comme Noirs, Autochtones et personnes de couleur, ces résultats peuvent guider les programmes de formation en enseignement dans l’exploration de moyens efficaces pour naviguer entre les réalités distinctes des étudiants dans la société postpandémique.
Mots-clés :
- bien-être,
- sentiment d’appartenance,
- formation à l’enseignement,
- pédagogie culturellement adaptée,
- diversité culturelle,
- PANDC
Appendices
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