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Éditorial du numéro Printemps 2026

Myra Deraîche and Claude Quevillon Lacasse

Engagement de professeurs et professeures des écoles dans un projet de robotique et de programmation à l’école primaire : des dispositions individuelles aux traductions de prescriptions institutionnelles

Quentin Magogeat and Rawad Chaker
We study how teachers engage, invest in, and appropriate a pedagogical innovation project in school robotics, driven by various institutional guidelines in the French context. Drawing on actor-network theory and the distributed cognition paradigm, we aim to understand how and under what conditions teachers engage in an innovative process involving the use of robots, while meeting the requirements of school curricula regarding computer programming in elementary schools, as well as those of pedagogical scenarios resulting from collective production. To answer this question, we cross two sets of data: Verbatim reports from 12 teachers about their reasons for engaging in the PREP project, and video observations of three cases (3 x 4 sessions) of the pedagogical implementation of school robotics lesson plans. The results show different motives for interest in the project (for training, to have new digital resources, among others), which translate into varying levels of engagement within the classroom. The expressed controversies eventually fade away, leading to the stabilization of new practices in favor of educational robotics in five out of the seven schools involved in the project, beyond the experimental period.

Créer, adapter, utiliser : comment les enseignants du primaire préparent-ils leurs supports de cours ?

Stéphane Colognesi and Thibault Coppe
This study explores the diverse approaches adopted by primary school teachers in the preparation of their teaching materials, a critical aspect of their pedagogical practice that directly influences student learning. Using a mixed-methods design combining a survey (N = 183) and interviews (N = 12), we aimed to understand general trends in the use, adaptation, or creation of teaching materials, as well as the specific concerns of different teacher profiles. By examining common and distinct elements across these profiles, this research sheds new light on the complexity of teachers’ pedagogical choices and the dynamics guiding their decisions in the preparation of teaching materials.

La contribution de la prosodie et de la théâtralisation des récits à l’âge préscolaire : un levier pour la représentation des émotions ?

Lisa Sanchez, Sara Creissen and Nathalie Blanc
In order to improve the performance of French-speaking students in listening comprehension of stories, this study aimed to explore the optimal conditions for stimulating these skills from preschool age. We compared three ways of presenting children’s literature in order to assess their effects on emotional comprehension. In the first, the story was told with weak prosody, in the second, the prosody was marked, and in the third, the story was dramatized. The ability of children aged three to five years to understand the emotions of the characters in the stories was investigated in two complementary studies in order to determine the most favourable presentation modality. The results of these studies indicate that the children scored better in a dramatized reading situation and when a marked prosody was used, with a notable advantage for the dramatized reading situation, which would favour the tracking of certain emotions that are still underdeveloped at preschool age. This research highlights the value of using story dramatization to promote young children’s emotional understanding of stories.

Coengagement enfant[s]-enseignant[e] dans le jeu partagé : penser le jeu comme un espace collaboratif et selon la perspective de ses acteurs

Marie-Claude Marchand, Caroline Bouchard and Christelle Robert-Mazaye
Co-engagement between children and their teacher during shared play, all types of play combined, is complex to establish in the preschool classroom (Bouchard et al., 2021) but essential to implement, as it promotes children’s learning and development (Fleer, 2015). The aim of this thematic synthesis is to identify the elements perceived by children and teachers as influencing their co-engagement during jointed play. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses guide, 17 articles with qualitative or mixed methods were included. The data were thematized into 10 subcategories and classified into one of the three moments of sequential organization of joint play interaction, which included play signalling, play connection, and sustained co-participation (Pursi & Lipponen, 2018). The results show the importance of the presence of cognitive and affective reciprocity, enabling the play to be negotiated and perceived as a collaborative project in which each partner is important. This tipping point could be the foundation of a culture of play in the early children’s education field, leading favourably to children’s learning and development.

Facteurs de protection ayant contribué à la résilience scolaire de bacheliers vivant avec un trouble développemental du langage

Suzie Tardif, Catherine Dumoulin and Geneviève Bergeron
The article discusses the protective factors that contributed to the academic resilience of four Quebec high school graduates living with a developmental language disorder. A multiple-case study was conducted based on individual life story interviews, supported by artifacts. The results show that school, family, and peers had a positive influence in coping with language and academic difficulties, isolation and bullying, health issues, and the distrust of certain support staff members, as well as challenges related to school organization.

Quel est le profil de l’enseignant d’histoire idéal selon les élèves sur le point de se soumettre à l’épreuve unique ministérielle d’histoire ?

Laurie Pageau
Several studies have documented the presence of very different epistemological understandings of history in Quebec schools. For this article, we document one facet of secondary school students’ representations of history: a thematic analysis of the 305 respondents’ answers enables us to see what expectations adolescents have of their history teachers, and also to highlight the different expectations of their teachers of students with a more transmissive vision of history, as opposed to those who have developed a more constructivist vision of learning history.

Maitre de stage, pédagogue et didacticien : quel degré d’encadrement de la planification de la gestion des apprentissages et de la gestion des comportements, ainsi que de la pratique réflexive selon les stagiaires ?

Barbara Jochmans, Christophe Baco, Marie Bocquillon and Marc Demeuse
During their initial training, particularly during internships, the supervision of future teachers by their trainers is essential. These trainers have varied profiles (e.g., cooperating teacher, supervisor specialized in pedagogy, subject specialist supervisor), which represent both an asset and a challenge for future teacher supervision. Based on a questionnaire administered to 181 final-year student teachers, this article examines their perceptions of the level of supervision provided by each of these trainers throughout an internship, focusing on three key competencies of initial teacher training: learning management planning, classroom behaviour management planning, and reflective practice. The descriptive analysis of the results indicates that the supervisor specialized in pedagogy is perceived as the trainer who provides the most supervision in these three competencies, although this supervision is not always extensive, particularly with regard to behaviour management and reflective practice. Furthermore, there are differences in supervision between the three types of trainers, particularly for the cooperating teacher with regard to reflective practice. Finally, the results, based on the perceptions of the pre-service teachers, highlight a weak establishment of links between the experience gained in the two training locations (internship and training institution).

Entre stratégie et authenticité : explorer la boîte noire de l’écriture de l’autoévaluation post-stage des futur[e]s enseignant[e]s

Noémie Debliquy, Catherine Deschepper and Stéphane Colognesi
This research explores the hidden dynamics of reflective writing by pre-service teachers during post-internship self-evaluation, a field still underexplored in the literature. Through a descriptive and comprehensive qualitative approach, 11 pre-service teachers participated in metagraphic interviews, revisiting their writings to explain their choices and the strategies they used. Content analysis reveals that these pre-service teachers adjust their writing practices to achieve success, aligning them with perceived expectations based on the evaluation reports from their supervisors and what they believe is expected. Alongside these adaptive mechanisms, a concern for authenticity and objectivity during self-evaluation is evident, sometimes linked to training needs and misunderstandings about reflective writing and its implications. These findings provide valuable insights for enhancing the development of reflective skills among pre-service teachers.

Le Learning Management System (LMS) dans l’enseignement supérieur - Boule à facettes technopédagogiques

Nadia Nacif Campany

Constructive Conflict Pedagogies for Building Democratic Peace

Dareen Fatimah

Feeling Obligated: Teaching in Neoliberal Times

Xiaohan Yang

Vitalizing Vocabulary: Doing Pedagogy and Language in Early Childhood Education

Rahula Samaranayake

Foundations in teacher education: A Canadian perspective

Ikeoluwapo B. Baruwa

Freedom to Play: A Ludic Language Pedagogy Primer

D. M. Jones

Fierce, Fabulous and Fluid: How Trans High School Students Work at Gender Nonconformity

Casey Burkholder

Unthinkable Laughter: (Re)Imagining Anti-Racist Education

Dareen Fatimah

Teacher Shortages and the Challenge of Retention: Practices That Make School Systems and Cultures More Attractive and Empowering

Krista L. Bryson

International Perspectives on the History of Early Childhood Education

Catherine-Laura Dunnington