Brosser le portrait des classes flexibles au primaire et leur pérennité post pandémique au Québec dans un contexte de pandémie


  • Gabrielle Adams Université du Québec à Rimouski


Jaspal (2019) recommends that classrooms be student-centered, personalized, and collaborative. Considering that flexible classroom (FC) offers the ability to choose one's seating in the classroom and that school furniture has a strong influence on students' physical comfort (Benade, 2017), some therefore see the FC as a solution to this recommendation. Yet, Abbasi and Fisher (2010) pointed out that most teachers would not necessarily have the knowledge or training to effectively operate the classroom environment. The rapid proliferation of flexible classrooms thus suggests a greater need than ever to engage in research focused on the topic (Leroux et al., 2021). Our goal was to document the process of implementing a flexible classroom and its functioning in a post-pandemic context. This paper briefly presents the problematic and conceptual framework, then more thoroughly presents the results of the second objective and their discussion.





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