Canadian Teachers’ Emotional Experiences during COVID-19: A Narrative Inquiry
DOI :
https://doi.org/10.53967/cje-rce.6763Mots-clés :
enquête narrative, émotions, enseignants, COVID-19, reconstruction de sens, témoignagesRésumé
Cette étude d’enquête narrative se penche sur les expériences émotionnelles des enseignants pendant la pandémie de COVID-19, en utilisant la reconstruction de sens à partir de témoignages (re-storying) (Connelly & Clandinin, 1990) comme approche primaire d’analyse des données. S’appuyant sur la théorie de la gestion de la peur, les théories de l’adaptation émotionnelle, la théorie de la croissance et du développement durable, et les théories de la régulation des émotions, cette étude explore les réponses émotionnelles des enseignants aux défis engendrés par la pandémie. Nous avons interviewé trois enseignants du primaire en Alberta, au Canada. Les trois récits réinterprétés qui en résultent révèlent un spectre d’émotions allant de l’incertitude et de l’anxiété à la curiosité et à l’empathie, alors que les enseignants sont aux prises avec des exigences professionnelles changeantes, une déconnexion sociale et des sentiments de disparité. La discussion souligne l’importance de comprendre les émotions des enseignants dans le contexte de cadres théoriques plus larges en fournissant de multiples pistes théoriques pour comprendre les émotions véhiculées dans les récits. Les implications de l’étude soulignent la nécessité pour les responsables de l’administration d’écouter les témoignages des enseignants et, pour les chercheurs, d’explorer l’enquête narrative en tant que processus thérapeutique.
Statistiques
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