SATISFACTION DES ENSEIGNANTS-RESSOURCES À L’ÉGARD DES RÔLES ET DES FONCTIONS POUR SOUTENIR LA RÉUSSITE DES ÉLÈVES À RISQUE, EN DIFFICULTÉ D’ADAPTATION OU D’APPRENTISSAGE
{"title":"SATISFACTION DES ENSEIGNANTS-RESSOURCES À L’ÉGARD DES RÔLES ET DES FONCTIONS POUR SOUTENIR LA RÉUSSITE DES ÉLÈVES À RISQUE, EN DIFFICULTÉ D’ADAPTATION OU D’APPRENTISSAGE","authors":"Nancy Granger, Philippe Tremblay","doi":"10.7202/1060863AR","DOIUrl":null,"url":null,"abstract":"La fonction d’enseignant-ressource existe depuis 12 ans au Quebec et aucun etat des lieux n’a ete realise a ce jour. Afin de brosser un portrait de cette fonction, un questionnaire de 21 questions a ete envoye dans les ecoles secondaires francophones du Quebec. L’objectif etait de mieux connaitre les roles et fonctions des enseignants-ressources et de determiner l’etat de leur satisfaction notamment au regard de l’aide a apporter aux eleves a risque, en difficulte d’adaptation ou d’apprentissage (EDAA) et a leurs enseignants. Au total, 164 enseignants-ressources ont repondus au questionnaire. Les resultats d’analyses de contenu montrent qu’ils sont assez satisfaits de leur tâche. Des defis de collaboration avec l’enseignant de la classe et d’efficacite d’interventions aupres des eleves demeurent. SATISFACTION OF RESOURCE TEACHERS ABOUT THEIR ROLES AND FUNCTIONS WHEN THEY SUPPORT THE SUCCESS OF AT-RISK AND SPECIAL NEEDS STUDENTS The role of the resource teacher has existed for 12 years in Quebec and no situational analysis has been completed to date. To provide a portrait of this role, a 21-question questionnaire was sent to Quebec’s francophone high schools. The objective was to better understand the roles and functions of resource teachers and to determine their state of satisfaction, particularly with regard to helping at-risk students, those with special needs, and their teachers. A total of 164 resource teachers responded to the questionnaire. Content analysis results show that they are quite satisfied with their task. Collaborative challenges with classroom teachers and effective student interventions remain.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1000,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"McGill Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7202/1060863AR","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5
Abstract
La fonction d’enseignant-ressource existe depuis 12 ans au Quebec et aucun etat des lieux n’a ete realise a ce jour. Afin de brosser un portrait de cette fonction, un questionnaire de 21 questions a ete envoye dans les ecoles secondaires francophones du Quebec. L’objectif etait de mieux connaitre les roles et fonctions des enseignants-ressources et de determiner l’etat de leur satisfaction notamment au regard de l’aide a apporter aux eleves a risque, en difficulte d’adaptation ou d’apprentissage (EDAA) et a leurs enseignants. Au total, 164 enseignants-ressources ont repondus au questionnaire. Les resultats d’analyses de contenu montrent qu’ils sont assez satisfaits de leur tâche. Des defis de collaboration avec l’enseignant de la classe et d’efficacite d’interventions aupres des eleves demeurent. SATISFACTION OF RESOURCE TEACHERS ABOUT THEIR ROLES AND FUNCTIONS WHEN THEY SUPPORT THE SUCCESS OF AT-RISK AND SPECIAL NEEDS STUDENTS The role of the resource teacher has existed for 12 years in Quebec and no situational analysis has been completed to date. To provide a portrait of this role, a 21-question questionnaire was sent to Quebec’s francophone high schools. The objective was to better understand the roles and functions of resource teachers and to determine their state of satisfaction, particularly with regard to helping at-risk students, those with special needs, and their teachers. A total of 164 resource teachers responded to the questionnaire. Content analysis results show that they are quite satisfied with their task. Collaborative challenges with classroom teachers and effective student interventions remain.