Abstracts
Résumé
Cet article a pour objectif de documenter l’intention de persister dans leur formation et leur choix de carrière en enseignement des étudiants en éducation préscolaire et en enseignement primaire dans le contexte actuel de pandémie. Une analyse de contenu lexicométrique de données provenant d’entrevues réalisées auprès d’un échantillon de 33 étudiants a été réalisée. Elle révèle une attitude équivoque au regard de l’intention de persister dans la formation à l’enseignement, dont les modalités de réalisation à distance apparaissent dissuasives. Elle révèle également une intention ferme de persister dans la profession enseignante, en relevant les défis que pose ce contexte de pandémie.
Mots-clés :
- Formation à l’enseignement,
- intention de persister,
- investissement professionnel,
- analyse de contenu,
- lexicométrie
Abstract
This article documents students’ intentions to persist in a teacher training program and a career in preschool and elementary school education during the current pandemic. Interview data from a sample of 33 students were subjected to lexicometric content analysis. Results show ambiguous attitudes toward intention to persist in a teacher training program, notably due to the deterrent effect of remote learning modes. Results also reveal firm intentions to persist in the teaching profession while meeting the challenges posed by the pandemic.
Keywords:
- Teacher training,
- intention to persist,
- professional commitment,
- content analysis,
- lexicometry
Appendices
Bibliographie
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