Responsabilités Et Rôles Institutionnels Et Interinstitutionnels Dans Le Contexte De La Formation Des Enseignants Associés Au Québec

Abstract

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.

Initial teacher training: Validation of a competence reference framework for the training of mentor teachers/cooperating teachers

“…CTs are internationally recognised as important stakeholders in the training of PSTs (e.g., Koerner et al, 2002;Clarke et al, 2014;Pellerin et al, 2021). When mentoring a PST, they carry out different (and unnatural) tasks from those they carry out as teachers (Portelance et al, 2008;Vandercleyen, 2012;Wexler, 2019;Pellerin et al, 2021).…”

“…This competence highlights the fact that evaluation should be based on objective observation, for example by using tools such as observation grids (Bocquillon, 2020). In order to implement these different competences, it is necessary that the CT co-supervises the PST (competence 6), i.e., collaborates with the supervisor of the training institution (Pellerin et al, 2021).…”

“…The scientific literature recognises the importance of the CT in the supervision of PSTs (e.g., Koerner et al, 2002;Glenn, 2006;Portelance, 2009;Ambrosetti, 2014;Clarke et al, 2014). The CT performs complex tasks (e.g., Wexler, 2019;Pellerin et al, 2021), which are multifaceted (Ambrosetti and Dekkers, 2010) and different from those he/she performs as a teacher (e.g., Boudreau, 2009;Vandercleyen, 2012). Also, it is recognised that a 'good' teacher does not necessarily make a 'good' CT (e.g., Ambrosetti et al, 2014;Gareis and Grant, 2014;Parker et al, 2021).…”

Caractéristiques d’un dispositif hybride de formation continue pour les accompagnateurs d’enseignants stagiaires en enseignement professionnel

“…Cet article s'intéresse à la formation continue des accompagnateurs en enseignement professionnel, et plus précisément aux caractéristiques de dispositifs permettant de la dispenser. Comme il a été mentionné, l'offre de formation varie considérablement d'une université à l'autre (Deschenaux et al, 2011;Pellerin et al, 2020;Portelance et al, 2008), ces dernières misant de plus en plus sur les outils numériques afin d'offrir des formations partiellement, voire totalement à distance.…”

“…Divers travaux (Caron et Portelance, 2012;Leroux, 2019;Pellerin et al, 2020;Portelance, 2005Portelance, , 2009Portelance et al, 2008) mettent en lumière la pertinence et l'importance de la formation continue pour laquelle les accompagnateurs de stagiaires se montrent habituellement intéressés et ouverts, et ce, principalement dans une visée pragmatique d'amélioration des pratiques. Pouvoir échanger entre collègues et s'approprier les différents savoirs théoriques relatifs à l'éducation et à la formation à l'enseignement constituent des préoccupations importantes (Portelance, 2005).…”