RESPONSABILITÉS ET RÔLES INSTITUTIONNELS ET INTERINSTITUTIONNELS DANS LE CONTEXTE DE LA FORMATION DES ENSEIGNANTS ASSOCIÉS AU QUÉBEC

Authors

  • Glorya Pellerin Université du Québec en Abitibi-Témiscamingue
  • Liliane Portelance Université du Québec à Trois-Rivières
  • Isabelle Vivegnis Université de Montréal
  • Geneviève Boisvert Université du Québec à Trois-Rivières

Keywords:

cooperating teacher training, partnership, collaboration, role, responsibility, support

Abstract

Parmi les acteurs gravitant autour du stagiaire, l’enseignant associé occupe une place cruciale. Vu l’importance et la complexité de son rôle, il est encouragé à participer aux activités de formation offertes aux formateurs de stagiaires. Depuis 2008, les responsables universitaires de ces formations se concertent en vue de les harmoniser et de les bonifier. Se développe également une collaboration avec des représentants du milieu scolaire. Les rôles et les responsabilités institutionnels et interinstitutionnels de chacun étant peu définis, et les cultures universitaire et scolaire étant distinctes, la collaboration ne va pas nécessairement de soi. Des entretiens individuels avec sept responsables, issus d’autant d’universités francophones québécoises, ont permis de dégager des similitudes et des spécificités dans les pratiques.

INSTITUTIONAL AND INTER-INSTITUTIONAL RESPONSIBILITIES AND ROLES IN THE CONTEXT OF COOPERATING TEACHER TRAINING IN QUEBEC

Among the actors revolving around the student teacher, the cooperating teacher holds an essential place. Considering the significance and complexity of his role, the cooperating teacher is invited to take part in training activities. Since 2008, leaders from different universities in charge of this matter have been working together to harmonise and improve training activities. Meanwhile, a partnership between them and school representatives is also being established. This partnership is not self-evident because the institutional and inter-institutional roles and responsibilities are poorly defined, and because university and school cultures are distinct. Individual interviews with seven Quebec francophone university representatives show similarities and specificities in their roles and responsibilities.

Author Biographies

Glorya Pellerin, Université du Québec en Abitibi-Témiscamingue

GLORYA PELLERIN is is a full professor in the Department of Education at Université du Québec en Abitibi-Témiscamingue (UQAT). Her area of expertise is mainly in the field of digital pedagogical use and teacher training. Currently, she is Director of UQAT's Aboriginal Education Research, Training and Development Unit (URFDÉMA), for which she supervises northern education programs. She is also an associate researcher at the interuniversity Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

Liliane Portelance, Université du Québec à Trois-Rivières

LILIANE PORTELANCE is an associate professor at Département des sciences de l’éducation of Université du Québec à Trois-Rivières. After several years of teaching and research in the initial and continuing education fields, she now collaborates on research concerning cooperating teacher training and teacher professional integration. She is a regular researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE).

Isabelle Vivegnis, Université de Montréal

ISABELLE VIVEGNIS is a professor at the Department of Educational Psychology and Andragogy of the Faculty of Education at Université de Montréal. Her area of specialisation is the development of professional skills and support in schools. Her main research interests concern support for teachers in initial and continuing training and professional induction. She is currently involved in research projects financed, among others, by SSHRC, MRIF, FRQSC, and CRIFPE.

Geneviève Boisvert, Université du Québec à Trois-Rivières

GENEVIÈVE BOISVERT is a doctoral candidate in education at Université du Québec à Trois-Rivières and is interested in the use of a second language by young Quebec adults who have attended an intensive English as a second language class. She holds a master's degree in Educational Sciences from Université du Québec à Trois-Rivières, and her thesis's focus was the academic motivation of boys in a context of single-sex education. She has a BA in Teaching English as a Second Language from Concordia University. From 2011 to 2018, she coordinated the activities of the research team on educational support for the preparation of student teacher trainers in Quebec and those of the Committee for updating the reference framework for the training of student teacher trainers (CIACRE).

Downloads

Published

2021-02-08

How to Cite

Pellerin, G., Portelance, L., Vivegnis, I., & Boisvert, G. (2021). RESPONSABILITÉS ET RÔLES INSTITUTIONNELS ET INTERINSTITUTIONNELS DANS LE CONTEXTE DE LA FORMATION DES ENSEIGNANTS ASSOCIÉS AU QUÉBEC. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(1). Retrieved from https://mje.mcgill.ca/article/view/9757

Issue

Vol. 55 No. 1 (2020)

Section

Special Issue - Articles

License

Copyright (c) 2021 McGill Journal of Education / Revue des sciences de l'éducation de McGill

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.

Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.

A copy of our standard form may be requested from mje.education@mcgill.ca