IntroductionFor several years, Quebec has undergone economic and political changes that have led to many transformations in education (Lessard & Tardif, 2004). Teachers are thus faced with new situations and challenges they... [ view full abstract ]
Introduction
For several years, Quebec has undergone economic and political changes that have led to many transformations in education (Lessard & Tardif, 2004). Teachers are thus faced with new situations and challenges they have to deal with and that can affect their professional insertion (Mukamurera, 2011; Mukamurera, Bourque & Gingras, 2008). However, there are few studies focusing on insertion in physical and health education (PHE) in Quebec (Grenier & al., 2014; Blankenship & Coleman, 2009). The physical and health education (PHE) teacher’s situation differs from other teachers, among others, by their environment and their interactions with students. It therefore seems appropriate to address this situation and attempt to draw a representative portrait of Quebec. To do so, our theoretical framework is conceived around the multidimensional model of insertion of Mukamurera (2013).
Methods
In this interpretive research, 14 participants were chosen on a voluntary basis. We conducted a semi-structured interview with each of them. The data analysis was done inductively and by thematic content using QDA-Miner software. We aim to describe the conditions of professional insertion of elementary and high schools teachers in PHE in Quebec, to identify and analyze the factors influencing their integration experience as well as the knowledge mobilized during this stage.
Results
The results tend to show that despite the difference in the pathways of the teachers, there are still some similarities. Their situation, which is initially difficult, however, tends to improve. Their concerns, at first focused on class management seem to shift to contents of learning.
Conclusion
The welcome of the school organization, of colleagues and directors contribute in their integration.
