Mobiliser les sources du sentiment d’efficacité professionnelle en mathématiques à l’éducation préscolaire : un projet collaboratif

Abstract

This article presents the results of a qualitative study conducted with five preschool teachers participating in a collaborative project on mathematics teaching. The study aims to understand how the four sources of self-efficacy, as defined by Bandura (1997)—mastery experiences, vicarious experiences, verbal persuasion, and physiological or emotional states—emerge throughout a continuing professional development program co-constructed by researchers and practitioners. Three focus group interviews were conducted at different stages of the project (beginning, mid-point, and end), and the data were analyzed using a deductive thematic grid. The findings show that these sources of self-efficacy are activated in complementary and synergistic ways within a safe and collaborative environment. The teachers report a gradual transformation in their relationship with mathematics, marked by increased confidence, heightened awareness of pedagogical opportunities, and a more reflective stance. The project helped reduce initial stress, enhance the value of professional practices, and strengthen participants’ adaptive capacities. Overall, the study highlights the relevance of continuing professional development initiatives grounded in action, collaboration, and mutual recognition, particularly in areas where self-efficacy tends to be fragile. It offers concrete insights for supporting the professional development of teachers in preschool mathematics education.