Quebec’s student teachers: passionate and committed, but struggling

Ninety per cent of Quebec’s student teachers say their motivation is to pass on knowledge, help shape the next generation of engaged citizens, and work with children and youth. But beneath the enthusiasm lies a harsh reality: nearly half have considered quitting due to the challenges they've faced during their studies.

These are the findings of a recent survey of student teachers conducted by members of CRIFPE, Quebec’s interuniversity research centre for teacher education and practice, including Cecilia Borges, a professor in the Department of Educational Psychology and Adult Education at Université de Montréal.

The survey, the first of its kind in Quebec, was conducted during the 2021–22 and 2022–23 school years, in the wake of COVID-19. A total of 2,902 students enrolled in teacher education programs were polled.

The participants were recruited in collaboration with ADEREQ, the association of deans and directors for study and research in education in Quebec.

French-language proficiency an issue

The survey identified several factors that are negatively impacting the motivation of student teachers.

One is Quebec's mandatory French-language proficiency test known as the TECFÉE. While students acknowledged the importance of such a test, many said it was poorly integrated into their program and that they lacked adequate support to prepare for it. They indicated it was a factor in students leaving the program.

“Students aren’t asking for the TECFÉE to be dropped but just for better support,” noted Borges. “In fact, we’ve seen that the French composition courses offered by our faculty do help students pass the TECFÉE. So it shouldn’t be seen as an arbitrary barrier. It seems to equip teachers to communicate effectively in the language of instruction.”

Teaching ‘residencies’ under consideration

Another point of contention was unpaid practicums. Students stressed the importance of being paid for practicums and having better access to bursaries. One alternative worth exploring, suggested Borges, is work placements in school settings that are paid but still supported and supervised by qualified professionals.

“We could also consider a ‘teaching residency’ for new teachers, as in medical training,” she said. “Our faculty is currently exploring this option through a pilot project, although it’s still in the early stages. It’s important to recognize the work of student teachers because even though they’re still in training, they contribute to students’ education, often in very demanding environments. It’s time to give them the recognition they deserve.”

The survey respondents also pointed to a disconnect between theory and practice in the real world. The gap is exacerbated for new teachers, who often find themselves alone and lacking sufficient support in a demanding work environment.

“It's not that their training is inadequate or deficient; our program has changed considerably and improved over the years. It’s the process of integrating new teachers into the schools that needs to be improved,” said Borges. She is well aware of the problem, having followed 55 new teachers as part of five-year longitudinal study funded by the Social Sciences and Humanities Research Council of Canada.

“These students aren’t asking for a free pass,” she stressed. “They are critical thinkers, many of whom have come to teaching from other fields or careers, and they just want their training to reflect the complexity of the profession.”

Several recommendations made

In response to these findings, the report makes a number of recommendations.

At the top of the list is increased financial and psychosocial support, including more accessible grants, support measures for students in precarious situations or who are changing careers, and formal recognition of professional experience.

The report’s authors also stress the need to strengthen coordination and collaboration among the stakeholders involved in training and integrating new teachers, including the universities, primary and secondary schools, and the relevant ministries.

“To address the systemic teacher shortage, it is crucial that we implement well-designed and sustainable qualification programs,” said Borges, who criticized government pressure to reduce the length or content of education programs without real consultation with the universities.

Respondents would also like to see more flexible learning options, including part-time courses, distance learning, hybrid learning that combines online and in-person instruction, and intensive courses.

High satisfaction overall

Despite the many challenges highlighted, the report ends on an optimistic note. Nearly 84 per cent of respondents said they were excited to start their careers, and two-thirds said they planned to stay in teaching until they retire.

“These students want to teach, and they’re motivated, engaged and committed,” said Borges. “So it’s essential that we provide them with the conditions they need to perform effectively. Training alone won’t solve the teacher shortage. We need a comprehensive approach that improves access to training, supports teacher integration and fosters career development.”

The idea of establishing a teaching observatory, as the late UdeM professor emeritus Maurice Tardif had been planning to do before his death two years ago, is a step in the right direction, Borges said. The project continues at CRIFPE, where data on teachers’ career paths, from training through career development, is being collected and analyzed.

“Our report is not just about presenting the facts; it’s a call to listen to those who want to educate future generations but need a system that truly supports them,” concluded Borges. “The teacher shortage won’t be solved with quick fixes. It requires a broader, long-term vision and, above all, a renewed focus on human-centred solutions.”