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Using Multivariate Statistics

Developing teachers: the challenges of lifelong learning

Profound Improvement: Building Capacity for a Learning Community

Applique au domaine de l’enseignement, le concept de developpement professionnel est generalement flou et prend divers sens suivant les theories en presence. Les chercheurs ne s’entendent pas sur l’appellation, le contenu et les limites des etapes du developpement professionnel. S’agit-il d’une simple traversee de stades successifs, valable pour tous ? S’agit-il d’un acquis assure automatiquement par l’evolution personnelle ou l’approche basee sur le soutien externe ? S’agit-il d’un phenomene dynamique qui se realise dans un contexte bien particulier, en fonction des defis auxquels l’enseignant fait face durant toute sa carriere ? Dans ce texte, nous entendons contribuer a clarifier le concept et le domaine du developpement professionnel en enseignement dans deux perspectives theoriques : la perspective developpementale et la perspective de la professionnalisation.

/pdf/le-concept-de-developpement-professionnel-en-enseignement-1qj8ndol0y.pdf

Le concept de « développement professionnel » en enseignement : approches théoriques

Chinese language teachers' expectations and perceptions of American students' behavior: Exploring the nexus of cultural differences and classroom management

This literature review article investigates the professional integration of teachers recently immigrated to Canada and other western countries. Its findings reveal a number of obstacles to the integration of immigrant teachers into the teaching profession. The review summarizes different initiatives facilitating or hampering immigrant teachers’ access to employment and professional integration. It also notes that there is little research on teachers’ professional integration in Western French speaking countries in general, and more particularly in Quebec where these teachers are often relied upon because of the shortage of personnel in this profession.

/pdf/professional-integration-of-immigrant-teachers-in-the-school-q39qzr6c61.pdf

Professional Integration of Immigrant Teachers in the School System: A literature review

Applique au domaine de l'enseignement, le concept de developpement professionnel est generalement flou et prend divers sens suivant les theories en presence. Les chercheurs ne s'entendent pas sur l'appellation, le contenu et les limites des etapes du developpement professionnel. S'agit-il d'une simple traversee de stades successifs, valable pour tous? S'agit-il d'un acquis assure automatiquement par l'evolution personnelle ou l'approche basee sur le soutien externe? S'agit-il d'un phenomene dynamique qui se realise dons un contexte bien particulier, en fonction des defis auxquels l'enseignant fait face durant toute sa carriere? Dans ce texte, nous entendons contribuer a clarifier le concept et le domaine du developpement professionnel en enseignement dans deux perspectives theoriques : la perspective developpementale et la perspective de la professionnalisation.

Le concept de «développement professionnel» en enseignement : approches théoriques : LE DEVELOPPEMENT PROFESSIONNEL DES ENSEIGNANTS

The purpose of this study was to examine the features that foster the academic and social integration of students enrolled in blended synchronous courses (BSC). Many studies and models have considered academic and social integration to be important determinants of student persistence and success in higher education programs and courses. In keeping with current research on blended courses that builds on models and theories developed for both online courses and face-to-face courses, we draw on Tinto’s model (Tinto, Review of Educational Research 45:89–125, 1975; Tinto, Leaving college: Rethinking the causes and cures of student attrition, 1993) and those of Rovai (The Internet & Higher Education 6:1–16, 2003) and Park (Proceedings of the 2007 Academy of Human Resource Development Annual Conference, 2007) to better define the academic and social integration of students in blended synchronous courses. To meet the study objective, a qualitative methodology was adopted. A convenience sampling technique was used in the study. The study participants were students (n = 8) enrolled in a graduate program in education offering only blended synchronous courses, as well as their instructors (n = 5). Semi-structured interviews (60–120 min in length) were selected as the data collection method. All qualitative data were analyzed using a general inductive approach (Thomas, American Journal of Evaluation 27:237–246, 2006). The results show that many features appear to promote academic and social integration, including the pedagogical strategies used. Moreover, this integration depends on the attitudes of both instructors and face-to-face students towards online students. This study highlights some challenges associated with blended synchronous courses. Further, it appears to suggest that instructors will need to work more on the inclusion of online students, and that training should be provided to assist them in this regard.

https://link.springer.com/content/pdf/10.1186/s41239-020-0180-z.pdf

Features fostering academic and social integration in blended synchronous courses in graduate programs

Cet article presente les resultats d’une recherche ayant pour but de comprendre comment la precarite vient affecter l’insertion professionnelle en enseignement au secondaire au Quebec, en privilegiant les perspectives des enseignants debutants. Cette recherche qualitative a ete realisee au moyen d’entrevues semi-structurees menees aupres de sept enseignantes et enseignants du secondaire qui vivent leur insertion professionnelle en contexte de precarite. L’analyse thematique des donnees montre clairement que la precarite vient alourdir et ralentir le processus d’insertion, et meme, qu’elle a des effets sur le travail, le developpement professionnel et la qualite de l’enseignement.

/pdf/s-inserer-en-enseignement-au-quebec-lorsqu-on-est-44ii88hgnh.pdf

Joséphine Mukamurera

Papers

Le concept de « développement professionnel » en enseignement : approches théoriques

Professional Integration of Immigrant Teachers in the School System: A literature review

Le concept de «développement professionnel» en enseignement : approches théoriques : LE DEVELOPPEMENT PROFESSIONNEL DES ENSEIGNANTS

Features fostering academic and social integration in blended synchronous courses in graduate programs

S’insérer en enseignement au Québec lorsqu’on est professionnellement précaire : vers une compréhension du phénomène