Les pratiques de lecture professionnelle des enseignants en sciences infirmières

Reading, regardless its typology, either professional or leisure, is not only a visual and cognitive act to understand. It is also considered, from a sociological point of view, as a historically and socially constructed practice or set of sociocultural practices. The aim of this study is to describe professional reading practices of nursing teachers in the higher institute of nursing professions of Casablanca. Our theoretical framework is based, on the one hand, on the theoretical models suggested by Théorêt (2004), Belisle et al. (2007) and Guernier (2012) who consider reading as a set of social practices. On the other hand, the writings proposed by McKenna et al. (1995), Duquesnoy (1997), Alava (1997) and Dionne (2010) distinguish between two types of teachers' professional readings: pedagogical readings and didactic readings. The study was conducted using a comprehensive sample of the entire target population (59 teachers). The data was collected by means of a questionnaire, which collected answers from 48 permanent teachers, i.e. a participation rate of 81.35%. The results of the study show that teachers read in the professional setting without considering professional reading as a priority. The majority of respondents (77.10%) indicated that they read either by pleasure or by obligation depending on the situation. Their reading materials mostly come from the Internet (79.16%) and the library of their institute (66.66%). On the other hand, just over half of the respondents (52.08%) said that they rarely have the opportunity to discuss their readings with their entourage. The results also show that teachers' attitudes towards professional reading become less positive in the case of pedagogical documents.