Abstract

At a time where education seems submerged by crisis, some teachers manage to be resilient in order to innovate to adapt and meet educational expectations. This research’s objectives are twofold: 1) to report on their pedagogical innovations and 2) to describe their professional well-being during this unprecedented time. A multi-case study with 20 teachers working in Quebec, in primary and secondary schools, made it possible to present 1) the guidelines teachers followed which directly affected their work context and modulated their professional task, 2) the practices specific to planning, teaching and evaluating, and 3) the evolution of professional well-being, shown alongside with the findings.

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