Training while training: the challenge of vocational training teachers
Our study examines the work of teachers in vocational training centers. More specifically, it aims to document the contexts of performance of the activity, job insertion and maintenance conditions, difficulties experienced by teachers and their impact on their work, health and professional knowledge. This study is motivated by the high rate of attrition in the profession and the problems raised by teachers during their training: “brutal job integration, lack of resources, work-family-studies balance. Teachers are generally recruited at the workplace and must then train to obtain their teachers licence. This study involves teachers in six programs at the same training centre. Among the various methods applied, in addition to documentary analysis and interviews with administrators, six teachers/program representatives were interviewed, ten teachers (3 male, 7 female) were interviewed in-depth, five respondents completed shift journals, and log books and self-administered questionnaires were distributed to all teachers. The preliminary results notably illustrate the respondents passion for and pride in teaching their trade, especially in a favorable environment. Many concerns are shared by several respondents, factors that putatively affect motivation (heightening or lessening it) and the likelihood of remaining on the job: challenges of maintaining the clientele, related to the precariousness of the teaching practice and schedule; the need for stability in the teaching team; transformation of the characteristics of the clientele, notably its increasing variety and difficulty; the need for recognition and valuing of the vocational training sector, still poor despite improvements; the need to integrate expertise in the trade in teaching expertise, which is developed mainly at the workplace; the need for dialogue forums that differ from those foreseen; and working conditions, including the question of status, academic resources, schedules and salaries. Further, we note differing realities between study programs, department contexts and people involved in programs. Some aspects of the task are more demanding for larger programs than smaller ones, and vice versa. The needs therefore differ depending on the programs and participants. Consequently, the working situation of each teacher is unique. Analyses also shed light on the dynamics of work and training.
Céline Chatigny Sophie Lévesque Jessica Riel
Université du Québec à Montréal (UQAM)
国际会议
17th World Congress on Ergonomics(第十七届国际人类工效学大会)
北京
英文
1-8
2009-08-09（万方平台首次上网日期，不代表论文的发表时间）