The relational challenges of novice teachers in France and Quebec: A training imperative?

This article examines, from a comparative France–Quebec perspective, the relational challenges faced by novice teachers through the lens of Martuccelli’s concept of “épreuve” (2006). Three main dimensions emerge: the structural constraints of the profession, classroom disruptions, and the management of emotions. The findings highlight that teacher professionalism is built through situated relational learning, a dimension still largely overlooked in initial teacher education. The study thus underscores the need to strengthen preparation and support for novices in order to better equip them to address the complexity of relational work.