L’enseignement‐apprentissage des sciences humaines: quelles finalités, quelles difficultés et quelles compétences professionnelles? Résultats d’une enquête auprès de futurs enseignants québécois du primaire

TLDR: In this paper, the authors present the results of a questionnaire given to students in the B. Ed. primary education program at the Universite de Sherbrooke about the aims of teaching, as well as what they need to learn, what difficulties are involved in teaching and what competences are required.

Abstract: Le texte presente les resultats d’une enquete par questionnaire menee aupres d’etudiants du baccalaureat en enseignement primaire de l’Universite de Sherbrooke sur les finalites, les apprentissages, les difficultes et les competences en enseignement. Les resultats revelent que, pour les etudiants interroges, cet enseignement vise surtout la socialisation des eleves. Selon les repondants, le caractere abstrait des contenus presente une difficulte pour les eleves alors que la maitrise des savoirs a enseigner represente la principale difficulte pour les enseignants. La competence en enseigne‐ ment est percue comme reposant sur des attitudes favorables et une maitrise de sa‐ voirs a enseigner. Enfin, les resultats revelent une variation faible selon l’annee de formation des etudiants. Mots‐cles: enseignement de sciences humaines, futurs enseignants, primaire.We present the results of a questionnaire given to students in the B. Ed. primary edu‐ cation program at the Universite de Sherbrooke about the aims of teaching, as well as what they need to learn,what difficulties are involved in teaching and what compet‐ ences are required. The results show that for these respondents, teaching is above all intended to socialize students. They believe that the abstract nature of the subject matter presents difficulties for students, while the main challenge for teachers is mas‐ tering the knowledge to be taught. They see competence in teaching as based on fav‐ ourable attitudes and a mastery of the subject matter. The results showed little varia‐ tion between cohorts students based on many key attitudes. Key words: teaching social sciences, future teachers, primary