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At a time where education seems submerged by crisis, some teachers manage to be resilient in order to innovate to adapt and meet educational expectations. This research's objectives are twofold: 1) to report on their pedagogical innovations and 2) to describe their professional well-being during this unprecedented time. A multi-case study with 20 teachers working in Quebec, in primary and secondary schools, made it possible to present 1) the guidelines teachers followed which directly affected their work context and modulated their professional task, 2) the practices specific to planning, teaching and evaluating, and 3) the evolution of professional well-being, shown alongside with the findings.

La pandemie de COVID-19 a grandement affecte la profession enseignante au Quebec. L'objectif du projet de recherche est de decrire le vecu des enseignants durant cette periode. Vingt-cinq enseignants ont participe a la recherche par le moyen d'une entrevue individuelle semi-dirigee. Cet article presente le cas specifique d'un des enseignants rencontres, decrit l'analyse complexe par categories conceptualisantes, puis discute des resultats a partir du cadre conceptuel de l'agir competent. Les resultats demontrent l'evolution en dents de scie du ressenti de l'enseignant et les modalites adaptatives utilisees en periode de crise. L'article expose aussi les apprentissages professionnels realises en situation critique, ainsi que leur reinvestissement subsequent. Mots-cles : enseignant, pandemie, categories conceptualisantes, agir competent, bien-etre professionnel The pandemic has greatly affected the teaching profession in Quebec. The objective of this research project is to describe teachers' experience during this pandemic linked to COVID-19. Twenty-five teachers participated to semi-structured individual interviews. This article specifically presents the case of one of the teachers in order to describe the complex analysis process by categorization, then, discuss the results based on the conceptual framework of competent action. The results present a sawtooth evolution of the teacher's feelings, and the continuous adaptation modalities used in times of crisis. Also, results present professional learning in critical situations and their subsequent reinvestment. Keywords: teacher, pandemic, categorization, competent action, professional well-being, Introduction Portrait de l'enseignement au Quebec La profession enseignante au Quebec est marquee par une evolution tumultueuse engendree par des changements d'ordres sociaux, politiques et ideologiques (Tardif, 2013). Les enseignants [...]

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This Viewpoint proposes a new perspective on why so many teachers leave the profession after only a very short time. While existing studies have largely focused on employment and working conditions, this essay argues that happiness is key to keeping new teachers in the workplace. Juxtaposing two fields that have heretofore been oblivious of one another (positive psychology; and teacher retention and development), it offers a pragmatic look at 10 strategies that might help to keep beginning teachers in the classroom.

In Quebec, the complexity of work is the main cause of psychological distress and drop out in teaching. Despite this, this research shows that school teachers persevere and experience well-being in the profession. Relying on the field of positive psychology, this text presents the results of qualitative research, obtained from teachers, using semi-structured interviews. They show that the sense of teaching is the main element of the teacher's well-being in their profession, and that it's been fed by five predominant character strengths. It also raises reflection about the development of character strengths of students during initial training, to prepare them for entering their profession. Keywords: well-being in teaching, character strengths, sense of teaching profession, professional identity Au Quebec, la complexite du metier conduit certains enseignants a la detresse psychologique ou au decrochage professionnel. Malgre ce constat, cette recherche demontre que des enseignants perseverent et eprouvent du bien-etre dans la profession. En s'appuyant sur le champ de la psychologie positive, ce texte presente les resultats d'une recherche qualitative effectuee aupres d'enseignants d'experience a l'aide d'entrevues semi-dirigees. Ils mettent en evidence que le sens du metier, l'element central du bienetre en enseignement, est alimente par cinq forces de caractere predominantes. Puis, une breve reflexion sera amorcee sur l'importance de developper ces forces de caractere chez les etudiants lors de la formation initiale pour mieux les preparer a leur insertion professionnelle. Mots-cles : bien-etre en enseignement, forces de caractere, sens du metier enseignant, identite professionnelle, Introduction Dans un contexte de mouvances sociale, economique et politique, qui faconne le systeme d'education quebecois depuis la Revolution tranquille des annees 60, les enseignants peinent a evoluer au rythme [...]

this article presents the preliminary results of a research that aims to document the journey of novice preschool and elementary teachers, to understand the evolution of their identity development and establish their profile that takes well-being into account in order to promote their perseverance. and better professional integration. Based on the principles of a new field in the sciences of education, the psychopedagogy of well-being, the study of the elements of well-being and the strengths of character in novices will make it possible to explore how a development of their full potential during coaching sessions, can help them develop a positive professional identity, in order to face the multiple challenges of the profession. [ABSTRACT FROM AUTHOR]

In French-speaking Belgium, the educational system is made particular and complex because of the presence of several educational networks. This structural complexity leads, in particular, to provide multiple programs studies which are used by teachers for the preparation of teaching-learning sequences. Using data from several studies on the analysis of a part of the prescribed and implanted curriculum, the authors point out the complexity of teachers' task who have to take into account of this plurality of programs studies. Here, it's shown that this situation is far from generating well-being and selfdetermination in the professional development of teachers. [ABSTRACT FROM AUTHOR]

This paper proposes an essentially theoretical reflection on initial training, a reflection based on four fundamental concepts: professional development, professional identity, well-being and strengths of character. More specifically, recognizing the complexity of the teaching profession, the authors argue that the teacher training in Quebec gives too little room for self-reflection. According to them, this reflection should be based on a search for meaning in terms of a vision of well-being. Positive psychology research on strengths of character may provide useful avenues for rethinking teacher education. [ABSTRACT FROM AUTHOR]