LES ÉPREUVES QUI DONNENT SENS AU RÔLE D’ACCOMPAGNEMENT DES ENSEIGNANTS ASSOCIÉS

Authors

  • Andréanne Gagné Université du Québec à Chicoutimi

Keywords:

professional experience, associate teachers, professional career path, challenge trials, support, vocational education

Abstract

Cette contribution porte sur l’expérience professionnelle des enseignants associés qui interviennent auprès des stagiaires en formation à l’enseignement professionnel. En s’appuyant sur les notions d’épreuve et d’expérience, cet article porte un regard original sur le parcours professionnel des enseignants associés étudié à travers d’une recherche doctorale. Principalement dégagés à partir d’entretiens biographiques et d’une démarche d’analyse structurale, les résultats rapportent trois principaux évènements constituant des épreuves partagées par les enseignants associés. Ils décrivent l’influence de ces évènements dans l’appropriation de ce rôle professionnel. Les conclusions appuient, entre autres, l’importance du soutien reçu pendant l’insertion dans la profession, ainsi que la formation universitaire associée, non pas par rapport au rôle d’enseignant, mais pour celui d’enseignant associé.

CHALLENGES THAT GIVE MEANING TO ASSOCIATE TEACHERS’ MENTORSHIP OF PRACTICUM STUDENTS

In this article, associate teachers’ professional experiences are studied through the concepts of trial and experience. The adoption of these concepts allows for a novel view of the professional career paths of associate teachers working with students completing fieldwork in professional teacher training. The study was conducted through doctoral research in which biographical interviews and structural analysis approach were mobilised. Results show three main events that make up challenge trials that are shared among associate teachers. These results demonstrate the influence of these events in the adoption of this professional role. Moreover, support received during their integration process in their profession as well as the associated studies implemented from the university play an important role in associate teacher’s roles whereas that is not the case in teacher’s roles in general.

Author Biography

Andréanne Gagné, Université du Québec à Chicoutimi

ANDRÉANNE GAGNÉ is a professor in the department of pedagogy in the Faculty of education at the University of Sherbrooke. She is responsible for practical training and fieldwork in the Bachelor of Professional Teaching. Her research interests include the dynamics of teacher and mentor identity, as well as mentorhip and université-school milieu partnerships in the context of practical training. She is a member of the Observatoire de la formation professionnelle du Québec, and an associate member of the Centre de recherche interuniversitaire sur la formation et la professional enseginante (CRIFPE) and of the Centre de transfert pour la réussite éducative du Québec (CTREQ).

Published

2021-02-09

How to Cite

Gagné, A. (2021). LES ÉPREUVES QUI DONNENT SENS AU RÔLE D’ACCOMPAGNEMENT DES ENSEIGNANTS ASSOCIÉS. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(1). Retrieved from https://mje.mcgill.ca/article/view/9687

Issue

Section

Special Issue - Articles