La rétention dans les écoles urbaines en contexte défavorisé : une étude qualitative sur la résilience des personnes nouvellement enseignantes

(en) Recognizing the pressing issue of low teacher retention in urban schools in disadvantaged areas, this qualitative study explores the resilience of new teachers. Using an asset-based approach, it mobilizes the concept of urban engagement to offer narratives that shape a positive image of urban schools. Semi-structured interviews were conducted with seven new teachers selected for their high urban commitment, who work with disadvantaged students in Brussels elementary schools. The results of this study reveal how participants’ commitment to urban settings influences their resilience. They also indicate the dynamic nature of resilience, identifying four aspects arising from the interaction between individual and contextual factors: 1) The importance of aligning the values at the core of their urban commitment with those of the school, 2) Availability of resources in the school and support to access them. 3) Positive and collaborative team dynamics to develop organizational roles, and 4) “Taking care” of new teachers to support their well-being and commitment in urban schools. Emphasis is placed on the responsibility of administrators to create environments that support the resilience and commitment of their teaching team.

Affiliations

UCLouvainSSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies

Citations

APA
Chicago
FWB

Colignon, A., März, V., & Van Nieuwenhoven, C. (2025). La rétention dans les écoles urbaines en contexte défavorisé : une étude qualitative sur la résilience des personnes nouvellement enseignantes. Éducation et Francophonie : revue d’éducation des communautés francophones canadiennes, 52(2), 1-20. https://doi.org/10.7202/1115419ar (Original work published 2025)