The professional integration conditions for teachers in Abitibi-Témiscamingue and Nord-du-Québec and the support measures they benefit from at the start of their careers

The professional integration conditions for teachers in Abitibi-Témiscamingue and Nord-du-Québec and the support measures they benefit from at the start of their careers

• Aline Niyubahwe, Université du Québec en Abitibi-Témiscamingue, Canada

• Geneviève Sirois, Université TÉLUQ, Canada

• Réal Bergeron, Université du Québec en Abitibi-Témiscamingue, Canada

doi : https://dx.doi.org/10.18162/fp.2023.779

Résumé

This article aims to understand the professional integration conditions of beginning teachers in Abitibi-Témiscamingue and Northern Quebec and the support measures they received at the start of their careers. The results of a mixed research combining a questionnaire survey and semi-structured interviews with 14 teachers and five ex-teachers show that the novices fit into difficult conditions often without support or structured accompaniment. Many question their career choice and often think about leaving the profession. Our research indicates that better integration of novices requires the establishment of integration support systems based on their needs.

Abstract

This article aims to understand the professional integration conditions of beginning teachers in Abitibi-Témiscamingue and Northern Quebec and the support measures they received at the start of their careers. The results of a mixed research combining a questionnaire survey and semi-structured interviews with 14 teachers and five ex-teachers show that the novices fit into difficult conditions often without support or structured accompaniment. Many question their career choice and often think about leaving the profession. Our research indicates that better integration of novices requires the establishment of integration support systems based on their needs.