La pression ressentie par les enseignantes à adopter des pratiques scolarisantes pour les apprentissages du langage écrit à l’éducation préscolaire

Authors

  • Krasimira Marinova Université du Québec en Abitibi-Témiscamingue
  • Roxane Drainville Université du Québec en Abitibi-Témiscamingue

Abstract

Although preschool education programs in Quebec prescribe the developmental approach, there is a change in practice: teachers are giving more and more time to direct instruction of the name and sound of letters. This research examines whether this change is due to pressure felt by teachers to adopt academic practices for the learning of written language. Quantitative and qualitative data, collected through a questionnaire completed by 111 teachers, reveal that they feel pressure that leads them to change their practices. The results indicate that this pressure seems to have an administrative origin since it comes mainly from the school environment.

 

Keywords: preschool education, pressure, teaching practices, written language

Author Biographies

Krasimira Marinova, Université du Québec en Abitibi-Témiscamingue

Université du Québec en Abitibi Temiscamingue

Professeur titulaire à UER en Sciences de l'écidaction

Roxane Drainville, Université du Québec en Abitibi-Témiscamingue

Université du Québec en Abitibi Temiscamingue

Doctorante

Published

2019-10-07

How to Cite

Marinova, K., & Drainville, R. (2019). La pression ressentie par les enseignantes à adopter des pratiques scolarisantes pour les apprentissages du langage écrit à l’éducation préscolaire. Canadian Journal of Education/Revue Canadienne De l’éducation, 42(3), 605–634. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3490