Description de l'étate d'identité d'étudiantes et d'étudiants inscrits en formation des maîtres

Authors

  • Yves Herry Université d'Ottawa
  • Normand Robichaud Université Laurentienne
  • Jean-Claude Boyer Université d'Ottawa

DOI:

https://doi.org/10.56105/cjsae.v7i1.2238

Abstract

Résumé

Cette étude descriptive a pour but de préciser le type ou les types d'identité développés par les étudiantes et étudiants inscrits à un programme de formation des enseignants. Elle tente d'etablir la repartition des etudiants inscrits a un programme de formation des maîtres selon les quatre etats d'identité de Marcia: l'identité achevée, le moratoire, la forclusion de l'identité et la diffusion de l'identité. Les sujets sont les 410 étudiants francophones inscrits aux programmes de formation des enseignants de la Faculté d'éducation de l'Université d'Ottawa et de l'École des sciences de l'éducation de l'Université Laurentienne de Sudbury. Chaque sujet a rempli un questionnaire portant sur son identit: Version revue et corrigee de la mesure objective etendue de Vetat d'identité de l'égo. Les résultats indiquent qu'environ 80 pourcent des étudiants interrogés vivent une résolution positive de leur quête d'identité alors que 20 pourcent tendent vers le pôle négatif de résolution. L'étude a également pour but d'identifier des variables susceptibles d'être liées au développement de l'identité des futurs enseignants. Ces variables sentient l'âge, le statut parental, le statut marital et l'expérience de travail à temps plein. Cependant, le choix de l'université, le choix du type de programme de formation des maîtres et le choix du niveau de spécialisation d'enseignement ne sentient pas des variables liées au développement de l'identité des futurs enseignants.

Abstract

This study was designed to explore the type of identity developed by students involved in a teacher education program. The study attempts to determine the distribution of student-teachers according to Mania's four categories of identity status (Le., achieved, moratorium, foreclosed, or diffuse). A sample of French speaking students (N=410) registered in the teacher education programs of the University of Ottawa and Laurentian University completed a questionnaire assessing identity status development, the Extended version of the Objective Measure of Ego Identity (Grotevant and Adams, 1984). Results indicate that nearly 80% of the students questioned are experiencing a positive resolution of their identity stage while close to 20% tend toward a negative resolution. The study also yields variables that can be linked to the identity development of future teachers. Age, parental status, marital status and full time work experience were found to be related to identity formation. The choice of university, type of teacher education program, and level of teacher specialization do not seem to be related to identity development of future teachers.

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Published

1993-05-01

How to Cite

Herry, Y., Robichaud, N., & Boyer, J.-C. (1993). Description de l’étate d’identité d’étudiantes et d’étudiants inscrits en formation des maîtres. Canadian Journal for the Study of Adult Education, 7(1), 37–48. https://doi.org/10.56105/cjsae.v7i1.2238

Issue

Vol. 7 No. 1 (1993)

Section

Articles

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