Teacher Education: A National Survey Sheds Light on the Challenges and Aspirations of Future Educators

The Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE — Interuniversity Research Centre on Teacher Education and the Teaching Profession), in collaboration with the Association of Deans and Directors for Study and Research in Education in Quebec (ADEREQ), recently released the results of the largest survey conducted to date among teacher education students in Quebec. Drawing on responses from 2,902 students across several Quebec universities, this large-scale study offers valuable insight into the profiles, motivations, challenges, and professional aspirations of future teachers.

Initiated by the late Professor Maurice Tardif, a leading researcher at Université de Montréal and co-founder of CRIFPE, the survey provides a deeper understanding of teacher education conditions and key issues related to entering the profession.

A Profession Still Driven by Strong Motivation—Yet Tested Along the Way

The survey reveals that the motivations behind choosing the teaching profession remain strong and deeply rooted in the desire to contribute to society, work with young people, and share knowledge. However, despite this initial commitment, nearly half of respondents (47.2%) have already considered leaving their program. This finding highlights the vulnerability of the pathway to teaching and the obstacles many students encounter along the way.

Among the challenges reported, more than 90% of participants indicated difficulty balancing their studies with personal life, citing workload, stress, and financial insecurity as major factors. These pressures affect not only their well-being, but also their ability to persist in the program.

A Portrait of a Resilient New Generation

Despite these challenges, the study also highlights the determination of future teachers. Nearly half of those enrolled in bachelor’s or qualifying master’s programs plan to remain in the profession until retirement. These two programs were among the four types of initial teacher education programs surveyed, alongside vocational and special education programs. This suggests that, despite the difficulties faced during their studies, many students envision a long-term career in the school system when provided with the conditions needed to support their perseverance.

Strategies for Action to Better Support Future Teachers

Several key findings from the report point to possible areas for action. The following recommendations emerge from the study’s general observations:

1. Strengthen Support and Mental Health and Wellness Services

Given that 47.2% of students have considered withdrawing from their program and that over 90% report challenges balancing studies and personal life, enhanced support measures are essential. These could include:

• Improved access to mental health and wellness supports
• Peer or mentor-based support from experienced teachers
• More personalized supervision during practicum placements
  

2. Adapt Teacher Education Programs to Reflect Diverse Student Backgrounds and Needs

The report highlights the diversity of student backgrounds and pathways, including career changers, student parents, and individuals from varied socioeconomic contexts. This diversity calls for:

• More flexible program pathways (e.g., adjusted schedules)
• A review of certain practicum requirements to better support study-life balance
  

3. Enhance the Value of the Profession and Career Prospects

Although motivation remains high, uncertainty regarding future employment persists. It would therefore be beneficial to:

• Provide clear information early in the program about actual working conditions
• Strengthen connections with school settings from the first year to foster a sense of belonging
  

4. Foster Stronger University–School Partnerships

Better-integrated and well-supported practicum experiences could ease the transition into the profession. Actions could include:

• Strengthening collaboration between university supervisors and mentor teachers
• Encouraging joint projects between students and schools from the earliest semesters
  

This research initiative reflects a commitment to equipping Quebec with reliable, evidence-based data to inform teacher education. By offering an overview of future teachers’ aspirations, challenges, and needs, the study provides valuable insight for decision-makers, universities, teacher educators, and all educational stakeholders.