Historically, teaching has been at the heart of the academic workload. Based on the results of a study of 145 professors in ten Quebec universities, this publication describes how working conditions related to teaching have evolved over the past few years, paradoxically marginalizing this component of the workload while making it more burdensome. In the context of austerity and priority given to research-creation, the undervaluing of teaching in the academic career goes hand in hand with larger classes that require adapted pedagogical strategies, and fewer resources allocated to ensuring high-quality education. These issues are accompanied by an increased number of activities beyond the classroom, the growing use of digital technology, and the emergence of a market logic that distorts the true nature of teaching.

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