Mentorat et pratiques en classe : Perceptions de stagiaires
DOI :
https://doi.org/10.1590/1980531411398Mots-clés :
Formation des Enseignants, Mentorat, Pratique pédagogique, Élève-MaîtreRésumé
Cette recherche, réalisée durant le dernier stage du baccalauréat en enseignement secondaire dans une université québécoise, analyse les perceptions de six stagiaires sur les pratiques d’accompagnement de leur enseignant associé et décrit leurs pratiques en classe. En utilisant la théorie de l’autodétermination, les perceptions ont été examinées via des entretiens semi-dirigés. Les résultats suggèrent que les stagiaires perçoivent généralement un soutien adéquat de la part de leurs mentors en ce qui concerne le besoin d’appartenance. En revanche, le soutien perçu à l’égard de l’autonomie apparaît plus variable, tandis que celui lié au besoin de compétence semble plus limité. Les stagiaires évoquent également des difficultés à déployer des pratiques de soutien aux élèves. L’étude recommande d’adapter le soutien aux stagiaires et de renforcer la formation pratique pour mieux répondre aux besoins des élèves.
Téléchargements
Références
Aelterman, N., Vansteenkiste, M., & Haerens, L. (2019). Correlates of students’ internalization and defiance of classroom rules: A self-determination theory perspective. British Journal of Educational Psychology, 89(1), 22-40. https://doi.org/10.1111/bjep.12213
Boutet, M., Royer, S., & Gagné, L. (2016). Un cadre d’analyse de la gestion de classe favorisant la construction identitaire pour la réussite de l’insertion professionnelle. In C. Van Nieuwenhoven, & M. Cividini, Quand l’étudiant devient enseignant: Préparer et soutenir l’insertion professionnelle (pp. 207-221). Presses Universitaires de Louvain.
Braun, V., & Clarke, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37-47. https://doi.org/10.1002/capr.12360
Burger, J., Bellhäuser, H., & Imhof, M. (2021). Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction. Teaching and Teacher Education, 103, Article e103345. https://doi.org/10.1016/j.tate.2021.103345
Colognesi, S., & Gouin, J.-A. (2022). A typology of learner profiles to anticipate and guide differentiation in primary classes. Research Papers in Education, 37(4), 479-495. https://doi.org/10.1080/02671522.2020.1849376
Coppe, T., Devos, C., & Colognesi, S. (2023). How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers. European Journal of Psychology of Education, 38, 25-42. https://doi.org/10.1007/s10212-021-00588-4
Corcoran, R. P., & O’Flaherty, J. (2022). Social and emotional learning in teacher preparation: Pre-service teacher well-being. Teaching and Teacher Education, 110, Article e103563. https://doi.org/10.1016/j.tate.2021.103563
Daniels, L. M., Radil, A. I., & Goegan, L. D. (2017). Combinations of personal responsibility: Differences on pre-service and practicing teachers’ efficacy, engagement, classroom goal structures and wellbeing. Frontiers in Psychology, 8, Article e906. https://doi.org/10.3389/fpsyg.2017.00906
Ekşi, G. Y., & Yakışık, B. Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339. https://doi.org/10.13189/ujer.2016.040610
Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471. http://www.jstor.org/stable/41576063
Fisher, M. H., Athamanah, L. S., Sung, C., & Josol, C. K. (2020). Applying the self-determination theory to develop a school-to-work peer mentoring programme to promote social inclusion. Journal of Applied Research in Intellectual Disabilities, 33(2), 296-309. https://doi.org/10.1111/jar.12673
Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106-120. https://doi.org/10.1177/0888406413507002
Gaudreau, N. (2017). Bien-être et sentiment d’efficacité personnelle des enseignants. Éducation Canada, 57(3). https://www.edcan.ca/articles/bien-etre-et-sentiment-defficacite-personnelle-des-enseignants/
Greenberg, J., Putman, H., & Walsh, K. (2014). Training our future teachers: Classroom management. National Council on Teacher Quality. https://files.eric.ed.gov/fulltext/ED556312.pdf
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ, 29, 75-91. https://doi.org/10.1007/BF02766777
Hughes, A. L., Matt, J. J., & O’Reilly, F. L. (2015). Principal support is imperative to the retention of teachers in hard-to-staff schools. Journal of Education and Training Studies, 3(1), 129-134. https://eric.ed.gov/?id=EJ1054905
Kamanzi, P. C., Tardif, M., & Lessard, C. (2015). Les enseignants canadiens à risque de décrochage: Portrait général et comparaison entre les régions. Mesure et évaluation en éducation, 38(1), 57-88. https://doi.org/10.7202/1036551ar
Kaplan, H., & Madjar, N. (2017). The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives. Frontiers in Education, 2, Article e42. https://doi.org/10.3389/feduc.2017.00042
Kennedy, Y., Flynn, N., O’Brien, E., & Greene, G. (2021). Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes. Educational Psychology in Practice, 37(2), 150-168. https://doi.org/10.1080/02667363.2021.1882944
Kervick, C. T., Jenkins, E., & Swindlehurst, K. A. (2020). Exploring the structure and benefits of an integrated yearlong dual certification student teaching internship. The Teacher Educator, 55(2), 165-189. https://doi.org/10.1080/08878730.2019.1633001
Korthagen, F. A. J., & Evelein, F. G. (2016). Relations between student teachers’ basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 60, 234-244. https://doi.org/10.1016/j.tate.2016.08.021
Kwok, A. (2021). Pre-service teachers’ classroom management beliefs and associated teacher characteristics. Educational Studies, 47(5), 609-626. https://doi.org/10.1080/03055698.2020.1717932
Mairitsch, A., Babic, S., Mercer, S., Sulis, G., Jin, J., & King, J. (2021). Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teaching and Teacher Education, 106, Article e103452. https://doi.org/10.1016/j.tate.2021.103452
Maué, E., Goller, M., Bonnes, C., & Kärner, T. (2024). Between trust and ambivalence: How does trainee teachers’ perception of the relationship with their mentors explain how trainee teachers experience their work? Vocations and Learning, 17, 219-251. https://doi.org/10.1007/s12186-023-09340-z
Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47-59. https://doi.org/10.1016/j.tate.2017.03.024
Mucchielli, A. (2007). Les processus intellectuels fondamentaux sous-jacents aux techniques et méthodes qualitatives. Recherches Qualitatives, (3), 1-27. http://www.recherche-qualitative.qc.ca/documents/files/revue/hors_serie/hors_serie_v3/MucchielliFINAL2.pdf
Mukamurera, J., Lakhal, S., & Tardif, M. (2019). L’expérience difficile du travail enseignant et les besoins de soutien chez les enseignants débutants au Québec. Activités, 16(1). https://doi.org/10.4000/activites.3801
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f
Riva, E., Freeman, R., Schrock, L., Jelicic, V., Ozer, C.-T., & Caleb, R. (2020). Student wellbeing in the teaching and learning environment: A study exploring student and staff perspectives. Higher Education Studies, 10(4), 103-115. http://dx.doi.org/10.5539/hes.v10n4p103
Roeser, R. W., Mashburn, A. J., Skinner, E. A., Choles, J. R., Taylor, C., Rickert, N. P., Pinela, C., Robbeloth, J., Saxton, E., Weiss, E., Cullen, M., & Sorenson, J. (2022). Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms. Journal of Educational Psychology, 114(2), 408-425. https://doi.org/10.1037/edu0000675
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article e101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334-340. https://doi.org/10.1002/1098-240x(200008)23:4%3C334::aid-nur9%3E3.0.co;2-g
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
Stroet, K., Opdenakker, M.-C., & Minnaert, A. (2015). Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches. Social Psychology of Education, 18, 585-613. https://doi.org/10.1007/s11218-015-9290-1
Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103, Article e102642. https://doi.org/10.1016/j.system.2021.102642
Uçar, F. M., & Sungur, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & Technological Education, 35(2), 149-168. https://doi.org/10.1080/02635143.2017.1278684
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomysupportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260. https://doi.org/10.1037/0022-3514.87.2.246
Vermersch, P. (2014). L’entretien d’explicitation. ESF. https://doi.org/10.14375/NP.9782710127055
Wilson, A., & Huynh, M. (2020). Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement. International Journal of Mentoring and Coaching in Education, 9(1), 71-86. https://doi.org/10.1108/IJMCE-04-2019-0052
Zhang, Y., Liao, J., Yan, Y., & Guo, Y. (2014). Newcomers’ future work selves, perceived supervisor support, and proactive socialization in Chinese organizations. Social Behavior and Personality: An international journal, 42(9), 1457-1472. https://doi.org/10.2224/sbp.2014.42.9.1457
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
© Pierre-Olivier Hudon , Josée-Anne Gouin 2025
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Autores que publicam nesta revista concordam com os seguintes termos:
a. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho on-line (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
