The work and initial training of special education teachers in Quebec: Two worlds to be brought together

This article focuses on the work of novice special education teachers (SETs), responsible for teaching special education classes, and the perceived contribution of their initial teacher training to this work. The results, based on data collected through teacher logs and semi-structured interviews, demonstrate the breadth associated with the work of novice SETs and highlight the training’s successes, the challenges that arise, and the gaps felt by participants. They thus highlight the importance of bringing initial special education training closer to the reality of work.