Éclairage sur les dimensions pédagogique, relationnelle et éthique du métier enseignant dans l’analyse de récits de futurs enseignants au post-secondaire

Abstract

Cet article porte sur l’analyse de recits d’experience d’enseignantes et enseignants en formation dans lesquels ils ont choisi de raconter une experience d’intervention pedagogique satisfaisante au post-secondaire. Suivant une demarche methodologique deductive et inductive, l’analyse apporte un eclairage sur trois categories. La premiere, descriptive, concerne la structure narrative des recits. La deuxieme porte sur la notion de rapport aux savoirs approchee sous l’angle socio-anthropologique propose par Charlot. La troisieme retient la figure enseignante et ses competences a la fois didactiques et relationnelles. Les resultats mettent en exergue l’importance des dimensions pedagogique, relationnelle et ethique du metier enseignant qui se traduisent dans des gestes quotidiens de savoir solliciter l’engagement des eleves dans l’apprentissage, savoir ecouter, creer un lien de confiance et reconnaitre et considerer l’autre. Dans l’objectif d’une mise en œuvre d’une pedagogie inclusive, nos resultats tendent a confirmer que la figure enseignante joue un role central. INSIGHTS ON THE PEDAGOGICAL, RELATIONAL AND ETHICAL DIMENSIONS OF THE TEACHING PROFESSION IN THE ANALYSIS OF STORIES OF PRE-SERVICE POST-SECONDARY TEACHERS ABSTRACT: This article focuses on the analysis of stories from pre-service teachers in which they chose to share a satisfying post-secondary educational intervention experience. Using a deductive and inductive methodological approach, the analysis highlights three categories. The first one, which is descriptive, refers to the narrative structure of the accounts. The second one involves the relationship to knowledge concept seen with the socio-anthropological angle proposed by Charlot. The third category focuses on the teaching figure and his skills, both didactic and relational. The results emphasize the importance of the pedagogical, relational and ethical dimensions of the teaching profession, which translate into daily practices of knowing how to engage students in learning, knowing how to listen, establishing a trusting relationship, and recognizing and considering others. With the objective of implementing inclusive pedagogy, our results tend to confirm that the teacher figure plays a central role. KEYWORDS: Teacher education; Student teacher relationship; Teaching profession; Teacher qualifications\xa0 PERCEPCOES SOBRE AS DIMENSOES PEDAGOGICA, RELACIONAL E ETICA DA PROFISSAO DOCENTE NA ANALISE DE RELATOS DE FUTUROS PROFESSORES NO POS-SECUNDARIO RESUMO: Este artigo contempla a analise de relatos de experiencia de professoras e professores em formacao nos quais optaram por assinalar uma experiencia de intervencao pedagogica pos-secundaria satisfatoria. Seguindo uma abordagem metodologica dedutiva e indutiva, a analise lanca luz sobre tres categorias. A primeira, descritiva, diz respeito a estrutura narrativa dos relatos. A segunda refere-se a nocao de relacao com o conhecimento abordado a partir do ângulo socioantropologico proposto por Charlot. A terceira categoria ressalta a figura docente e suas habilidades, tanto didaticas quanto relacionais. Os resultados evidenciam a importância das dimensoes pedagogica, relacional e etica da profissao docente que se traduzem em acoes cotidianas de saber manter o envolvimento dos alunos na aprendizagem, saber ouvir, criar vinculo de confianca e de reconhecer e considerar o outro. Com o objetivo de implementar uma pedagogia inclusiva, nossos resultados tendem a confirmar que a figura docente desempenha um papel central. PALABRAS CLAVE: Formacao de professores; relacao aluno-professor; profissao docente; qualificacoes do professor.