Émotions et souffrances chez les enseignants québécois : une analyse de l’activité enseignante au sein de la relation éducative
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In recent years, various studies on the psychological health of Quebec teachers have suggested an increase in the professional and personal difficulties encountered by these education practitioners: emotional problems, burnout, even teachers simply abandoning the profession are all phenomena illustrating a real disarray in the profession. These findings require a renewed consideration of the complex register of emotions invested in the educational relations, and in the relationships between teachers and students struggling with various difficulties (EHDAA) in particular: what do these emotions tell us about the working conditions and the current state of the profession regarding the inclusion of these students in regular classes? To answer this question, we present the results of a research conducted with 20 teachers of Quebec, and whose main objective is to document the causes and manifestations of suffering for teachers. To analyze these data, we also appeal to the philosophical and sociological thought of the German theorist Theodor W. Adorno who, by claiming that "the need to express suffering is a condition of all truth" (Adorno, 2003: 29), allows us to conceive the teachers’ emotions and suffering not only as negative affective manifestations, but also as manifestations of truth informing us about the teaching condition itself.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.005 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it