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Introduction au dossier : gestion de l’éducation et nouvelle gouvernance scolaire

France Gravelle and Lyne Martel

Compétences, enjeux et défis politiques associés à la fonction de direction d’établissement en contexte québécois de nouvelle gouvernance scolaire

Jean Bernatchez and Olivier Lemieux
This article analyzes the political skills required of school administrators in Quebec following the adoption of Bills 40 (2020) and 23 (2023). Drawing on the cognitive and normative approach to public policy analysis and on the theoretical concepts of public policy community, decommunitarization, and fast politics, the study uses documentary analysis and participant observation as its methodological tools. Three key competencies are highlighted (capacity building, political acumen, and ethical action), three issues (governance, change management, and school-family-community relations), and three structural challenges (strategic monitoring, reflective action, and political courage), to shed light on the new requirements of the school leadership role.

Management stratégique des établissements d’enseignement : une analyse comparative des thèmes stratégiques mobilisés dans deux contextes analogues (Québec et Suisse)

Frédéric Yvon and Jean-Marc Huguenin
This article aims to compare schools’ strategic focus areas in two similar contexts that differ only by the way the strategy is developed. In this sense, it fills a gap in school management research by identifying et clarifying schools’ priorities based on their strategy development methods.Schools in Québec coordinate their own strategies with the overall strategy defined at the provincial and the regional level. Schools in Geneva elaborate their strategies in a free and autonomous way. The “top-down” strategy in Québec enables optimal strategic alignment. If room for manoeuvre may still be exploited by schools in Québec, it remains limited. Conversely, room of manoeuvre is absolute for schools in Geneva within the framework of a “bottom-up” strategy, leading to the risk of not considering some strategic focus areas contributing to schools’ missions.

Les pratiques de leadership des directions d’école au service de l’apprentissage de la lecture : un état des lieux

Lyne Martel and Amélie Lemieux
In the Quebec school context, it is important to focus on the practices of teachers in the teaching and learning of reading. To this end, school principals must ensure the quality of services provided to students. Instructionnal leadership and transformational leadership models were used to analyze the practices of a management team at a Montreal high school. The qualitative and descriptive research approach made it possible to highlight diverse leadership practices. The principals interviewed appear to implement all the practices set out in the leadership models mobilized, yet students still struggle with reading, and teachers seem to be doing everything they can to support student success in this area. These challenges led us to ask how these practices can be improved to better support reading instruction and learning at the secondary level in the Quebec context. In this article, we propose potential solutions to address this issue.

Participation d’enseignantes de l’éducation préscolaire du Québec à une communauté d’apprentissage : un itinéraire parsemé d’émotions

Kathy Beaupré-Boivin and Carole Raby
A learning community (LC) has several characteristics of effective professional development. Its affective dimension, particularly the emotions experienced by the participants, is closely linked to the learning that takes place. This article describes the emotions experienced by preschool teachers who participated for one year in an LC that was repeated over three years (n = 25). Data were collected using questionnaires, interviews, classroom experimentations sharing and journal entries. The results show in particular that the teachers experienced emotions of accomplishment, but also of resignation, and suggest courses of action for those supporting teachers involved in a LC.

Apprendre à faire la classe en contexte de stage : un modèle en cinq expériences situées d’apprentissage

Marc Blondeau and Catherine Van Nieuwenhoven
This article presents a model that defines five situated learning experiences, i.e. typical practicum experiences that lead to changes in practice habits, for pre-service teachers (PST) in initial primary school teacher training. To build this model, we followed two cohorts of PST during different placements throughout their training. Each filmed experience was the subject of a self-confrontation interview (Theureau, 2006). In accordance with the semiological framework of the course of action (Theureau, 2006), the analysis of the discourse enabled us to highlight the principles of validation and invalisation of the experiences lived and the processes of transformation of the activity; depending on the relationship to time and the intensity of the structural coupling between PST and teaching situations. The proposed typology highlights that PST learning does not follow a linear path but emerges from a variety of configurations.

Expérience de stage au Sénégal : retombées pour le développement des compétences de stagiaires en enseignement en adaptation scolaire et sociale

Audrey Lachance, Myriam Girouard-Gagné, Julie Lane, Agnès Costerg and Pascale Nootens
This qualitative research documents the contribution of an international internship, carried out in Senegal, on the professional development of 28 special education students. The data analysis, from evolving professional records and a focus group, highlights how this internship may have contributed to the development of 11 professional competencies and certain personal competencies, contributing to interns’ professionalization. This research offers new insights into internships in developing countries and experiences specific to the Quebec context.

Les représentations des rôles des conseillères et conseillers pédagogiques par le personnel enseignant du préscolaire, du primaire et du secondaire du réseau public québécois

Marie Christine Careau and Geneviève Carpentier
This article examines the representation of the roles of education consultants (ECs) by teachers of general education of the youth sector in Quebec’s public system. Based on a survey, the transmitted, enacted, and desired roles are analyzed across four dimensions: accompany, advise, train, and innovate. The findings indicate a strong recognition of accompaniment and support as part of the transmitted and enacted roles of ECs and a growing demand for concrete pedagogical assistance, such as developing tailored instructional tools and in-class guidance. These expectations highlight strategic challenges regarding the evolving role of ECs in today’s educational landscape.

L’éducation de base au Cameroun à l’épreuve de la COVID - 19 : le mythe de la continuité pédagogique

Michel Fayole Dounla and Emmanuel Béché
This article analyses the effectiveness of pedagogical continuity in Cameroonian primary schools during COVID-19. A qualitative approach including interviews and analysis of digital traces observed in discussion forums was adopted for five application schools. The content analysis that we applied to these data revealed a low level of pupil participation in the teaching activities led by the teachers. Due to organisational, structural and technological weaknesses, the myth of pedagogical continuity has been perceptible in the practice of home schooling, distance learning and tele-teaching.

L’ignorance active en classe : un obstacle à l’inclusion

Gilles Beauchamp and Sivane Hirsch

Le vécu d’enseignant·es novices ayant cumulé des expériences en enseignement à la formation initiale

Érika Gauvin and Allison Hogg

Construire une culture de l’accompagnement pour soutenir les personnels scolaires

Salem Amamou, Anderson Araújo-Oliveira, Andréanne Gagné and François Vandercleyen

Le leadership scolaire dans le monde : une analyse fondée sur les profils PEER du Rapport GEM

Anna Cristina d’Addio and Daniel April

Éclairer les pratiques effectives pour mieux appréhender la complexité et les enjeux de la gestion de classe

Salem Amamou, Vincent Bernier and Claudia Verret

Autisme, déficience intellectuelle : une formation-accompagnement en médiation artistique

Jean Horvais and Suzanne Beaulieu

L’intelligence artificielle : miroir de l’apprentissage humain ?

Ambroise Baillifard

Projet de loi nº 94 : renforcement de la laïcité ou aliénation de l’autonomie professionnelle ?

Rafaël Leblanc-Pageau and Olivier Lemieux

Valoriser et reconnaitre l’expertise de la profession enseignante à l’éducation préscolaire : et si on en parlait ? Partie 2

Stéphanie Duval and Bernard Wentzel

Communauté d’apprentissage et accompagnement individuel : deux dispositifs pour soutenir l’insertion professionnelle de directrices chargées de cours à l’université

Brigitte Gagnon

Bouvier, A. (2024). Pensées sur l’éducation. Paris, les éditions du Panthéon

Claude Lessard

Stan, C. A. et Lemieux, O. (2025). Culture et citoyenneté à l’école québécoise : regards croisés sur les fondements et les pratiques. Presses de l’Université Laval

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