Virginie März

Cet article documente le processus de reconversion professionnelle volontaire vers le métier d’instituteur×rice primaire en Fédération Wallonie-Bruxelles (Belgique). Via une démarche qualitative, nous avons questionné neuf adultes en reprise d’études au baccalauréat instituteur×rice primaire. Les résultats mettent en évidence un lien étroit entre les tensions identitaires issues de la (des) carrière(s) antérieure(s) ou actuelle(s) et le projet identitaire visé en devenant instituteur×rice primaire. Ils mettent également en exergue les compétences antérieurement acquises dans les sphères privées et/ou professionnelles participant à un sentiment positif d’efficacité personnelle pour les tâches propres au métier désiré. Les conclusions ouvrent des pistes pratiques quant au curriculum de formation et à l’insertion sur le terrain de ce public particulier des nouveaux enseignants de seconde carrière.

Educational leadership has garnered significant attention in Western research over the past two decades. However, in Latin America, it has only recently become a focus of study. Much of the existing research applies leadership concepts without adequately considering the unique political, cultural, and social contexts of individual countries. Ecuador, in particular, has undergone numerous educational reforms in the past fifteen years, significantly altering its educational landscape and leadership practices. This study investigates the leadership practices of educational leaders in Ecuadorian technical schools, specifically focusing on setting directions, developing people, and re-culturing schools. Through interviews and document analysis, the study reveals that educational leaders aim to redesign school organisations collaboratively by integrating efforts from students, parents, and teachers to achieve collective goals. They also navigate administrative duties while fostering a supportive environment for teachers and students. The study identifies factors influencing these practices, such as educational reforms and leadership responsibilities, and addresses challenges like strained professional relations and resistance from experienced teachers. These findings underscore the importance of a collaborative and distributive leadership approach tailored to Ecuador’s unique social and educational context. This research contributes to advancing contextualised educational leadership knowledge in Ecuador.

One of the aims of initial teacher education is to offer coherent programs that align courses and internships and allow future professionals to establish links between the theories they learn and t...

This contribution documents the professional integration of novice second-career teachers working in technical and vocational schools. We studied the experiences of this particular population of teachers through a qualitative study design with seven participants. The results highlight the harshness, difficulty, and complexity of this process. They experience institutional, organizational, and individual difficulties. In particular, the familiarization with the school as a new workplace is experienced as a complex process. The conclusions of the study provide insights on the consequences of the legal framework regulating access for second-career teachers to the teaching profession and the necessary training and support for these kinds of teachers.