Résumés
Résumé
Reconnaissant le problème pressant de la faible rétention du personnel enseignant dans les écoles en contexte urbain défavorisé, cette étude qualitative explore la résilience de personnes nouvellement enseignantes. Ancrée dans une approche fondée sur les atouts, elle mobilise le concept d’engagement urbain pour offrir des récits qui dressent une image positive des écoles urbaines. Des entretiens semi-directifs ont été menés auprès de sept personnes nouvellement enseignantes qui exercent dans des écoles primaires bruxelloises accueillant un public défavorisé, sélectionnées pour leur engagement urbain élevé. Les résultats de cette étude révèlent l’influence de l’engagement des personnes participantes pour les contextes urbains sur leur résilience. Ils indiquent également le caractère dynamique de la résilience, en identifiant quatre aspects qui résultent de l’interaction entre facteurs individuels et contextuels : 1) l’importance d’un alignement des valeurs sous-tendant leur engagement urbain avec celles de l’école, 2) la disponibilité et le soutien au sein de l’école pour accéder aux ressources, 3) les dynamiques positives et collaboratives d’équipe pour développer des rôles organisationnels, et 4) le « prendre soin » des personnes nouvellement enseignantes pour soutenir leur bienêtre et leur engagement dans les écoles urbaines. La responsabilité des directions d’école est soulignée dans la création d’environnements soutenant la résilience et l’engagement de leur équipe éducative.
Abstract
Recognizing the pressing issue of low teacher retention in urban schools in disadvantaged areas, this qualitative study explores the resilience of new teachers. Using an asset-based approach, it mobilizes the concept of urban engagement to offer narratives that shape a positive image of urban schools. Semi-structured interviews were conducted with seven new teachers selected for their high urban commitment, who work with disadvantaged students in Brussels elementary schools. The results of this study reveal how participants’ commitment to urban settings influences their resilience. They also indicate the dynamic nature of resilience, identifying four aspects arising from the interaction between individual and contextual factors: 1) The importance of aligning the values at the core of their urban commitment with those of the school, 2) Availability of resources in the school and support to access them. 3) Positive and collaborative team dynamics to develop organizational roles, and 4) “Taking care” of new teachers to support their well-being and commitment in urban schools. Emphasis is placed on the responsibility of administrators to create environments that support the resilience and commitment of their teaching team.
Resumen
Dado el problema apremiante de la baja retención del personal docente en las escuelas en contexto urbano desfavorecido, el presente estudio cualitativo explora la resiliencia de los nuevos docentes. Basado en un enfoque fundamentado en las virtudes, moviliza el concepto de compromiso urbano para proporcionar relatos que reflejan una imagen positiva de las escuelas urbanas. Unas entrevistas semi-directivas fueron conducidas con siete nuevos docentes que trabajan en escuelas primarias bruselenses que acogen a un público desfavorecido, seleccionadas por su elevado compromiso urbano. Los resultados de este estudio revelan la influencia sobre su resiliencia del compromiso de las personas participantes para los contextos urbanos. Además, indican el carácter dinámico de la resiliencia e identifican cuatro aspectos que resultan de la interacción entre factores individuales y contextuales: 1) la importancia de una alineación de los valores que sostienen su compromiso urbano con los valores de la escuela, 2) la disponibilidad y el apoyo dentro de la escuela para el acceso a recursos, 3) las dinámicas positivas y colaborativas de equipo para desarrollar papeles organizacionales, y 4) el «cuidar» a los nuevos docentes para sostener su bienestar y su compromiso en las escuelas urbanas. Se subraya la responsabilidad de las direcciones de escuela en la creación de entornos que apoyan la resiliencia y el compromiso de su equipo educativo.
Parties annexes
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