Who am I, really? Reflections on developing professional identity as a Cégep teacher

Authors

Keywords:

cegep, college, teacher identity, apprenticeship of observation, community of practice

Abstract

In this MJE Forum, the author invites conversation on what it means to be a teacher in Quebec’s unique Cegep system. Cegep, positioned between the more structured secondary program and the more autonomous university experience, requires that its teachers grapple with what it means to be a Cegep teacher. Her own piece focuses on exploring her development as a teacher and how teacher identity is shaped by personal and professional relationships. Beyond professional development in workshops and continuing education, Cegep teachers engage in discussions, debates, and collaborations with our peers; ultimately, this community of practice is an essential element in the development of our teaching practice and our identity.

Author Biography

Maggie McDonnell, Concordia University

is the Program Coordinator for Composition and Professional Writing in the English Department at Concordia University in Montreal, where she teaches Composition, Professional Writing and Editing, and Rhetoric. She also teaches Interdisciplinary CEGEP Teaching for the PERFORMA Master Teacher program at the Université de Sherbrooke, and taught in the CEGEP system for twenty years. Her academic research focuses on experiential learning, authentic assessment, and effective feedback, as well as the development of teacher identity in higher education. maggie.mcdonnell@concordia.ca

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Published

2022-03-31

How to Cite

McDonnell, M. (2022). Who am I, really? Reflections on developing professional identity as a Cégep teacher. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(2). Retrieved from https://mje.mcgill.ca/article/view/10045

Issue

Vol. 57 No. 2 (2022)

Section

The MJE Forum

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