LA RELATION DE CONFIANCE MAÎTRE-ÉLÈVE : PERCEPTION D'ÉLÈVES AYANT DES DIFFICULTÉS SCOLAIRES
Keywords:
confiance, relations maître/élèves, difficultés scolairesAbstract
RÉSUMÉ.. La qualité de la relation maître-élève est de plus en plus souvent nommée comme facteur contribuant à la persévérance scolaire. Dans le cadre d’une étude, nous avons choisi de porter un regard particulier sur les relations maître-élève du point de vue des élèves ayant des difficultés scolaires importantes, exclus des cheminements scolaires ordinaires. Comment se construit la relation de confiance entre un enseignant et un élève vivant des difficultés scolaires importantes? Comment ces jeunes définissent-ils la confiance? Cet article présente les résultats d’une étude qualitative portant sur les perceptions des jeunes exclus des classes ordinaires relativement à la construction du lien de confiance maître-élève. Les résultats s’articulent autour de quatre grandes thématiques : la définition de la confiance; la création du lien de confiance; l’importance de la confiance; le portrait d’un enseignant de confiance.
Les résultats révèlent des attentes de respect, de réciprocité et de méritocratie chez les élèves. De plus, l’étude met en évidence l’importance de la confiance en soi avant d’être en mesure de faire confiance à l’autre.
THE TEACHER-STUDENT RELATIONSHIP OF TRUST: STUDENTS WITH ACADEMIC DIFFICULTIES AND THEIR PERCEPTIONS
ABSTRACT. The quality of the relationship between students and teachers is increasingly identified as having a positive impact on academic perseverance. In this study, we chose to focus specifically on student-teacher relationships as perceived by students with considerable academic difficulties, students excluded from regular school pathways. How is the relationship of trust between a teacher and a student with considerable academic difficulties created? How do these youths define trust? This article presents the results of a qualitative study of the perceptions of students excluded from regular classrooms regarding the creation of a relationship of trust between students and teachers. The results are structured around four main themes: the definition of trust, the creation of a relationship of trust, the importance of trust, the description of a trustworthy teacher.
The results show that students expect respect, reciprocity, and meritocracy. Also, the study underlines the importance of having self-confidence before being able to trust another person.
Downloads
Published
How to Cite
Issue
Section
License
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca