While some teachers experience burnout or literally quit the profession considering their challenging working conditions, others take stress as a challenge and try to improve professionally, a dynamic that could be termed resilience. Literature point out that professional competences are an important personal protective factor enhancing teacher resilience. It also appears that teacher reflection is fairly significant in professional development process. This doctoral study sought to explore the relationship between teachers' resilience and reflection on practice. Twenty-three teachers from seven underprivileged schools participated in this mixed method study. They were invited to complete a quality of work life questionnaire and a daily stress diary, and to participate in a semi-structured interview. The analysis has highlighted four resilience profiles among these teachers: 1) very resilient, 2) resilient, 3) somewhat resilient, and 4) non-resilient. Vertical analysis of four representative cases according to their reflection has shown that low resilience seemed to be related to an increased emphasis on the problems instead of the solutions, and on the environmental instead of the personal reflective contents, and inversely. Despite its limits, this study reveals evidence of empirical relationships between teacher resilience and reflection, and highlights avenues for professional development, and ideas for future research.

Dans une étude portant sur la construction de compétences, 22 stagiaires de deuxième, troisième et quatrième années en formation à l’enseignement secondaire ont enregistré et analysé des leçons sur vidéo. L’approche méthodologique (Fenstermacher, 1996) permet d’expliciter ce qui fonde l’action. La catégorisation de Le Boterf (2002) et la typologie de Cochran, DeRuiter et King (1993) ont été utilisées pour identifier les ressources évoquées dans le discours des stagiaires relativement au sujet des compétences liées à l’acte d’enseigner, à l’aide d’un logiciel d’analyse qualitative. Ce texte vise à explorer les ressources révélées par les étudiants et à examiner plus particulièrement la faible part des savoirs théoriques.

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