Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

Abstract

The growing body of literature on teacher induction barriers has revealed the need to address issues that may lead to negative consequences. Recent research points to an increased interest in teacher resilience, a concept that promotes positive adaptation to counteract these adverse outcomes. However, teacher induction and resilience may differ depending on teaching context. For example, do specialists such as physical and health education teachers experience the same induction situation as generalist teachers? The authors aimed to compare the anticipated risk and protective factors related to the induction of these prospective teachers. The data from two studies were analyzed using thematic coding. The results indicate similarities and differences between the two groups that suggest ways to better support teacher induction.

Satisfaction au travail et attachement à l’emploi des enseignants/es d’éducation physique : une contribution à l’analyse des conditions de travail en enseignement au Québec

“…Faut-il alors s'étonner qu'au Québec, il existe une surreprésentation proportionnelle des enseignants/es en éducation physique et à la santé à des fonctions administratives (Bizet et al, 2010) ? L'existence de cet état de fait est vraisemblablement engendrée par certaines des causes suivantes : l'insatisfaction au travail et/ou une précarité d'emploi persistante en éducation physique (Leroux, Beaudoin, Grenier, Turcotte et Rivard, 2016), une plus grande susceptibilité aux blessures chroniques et/ou à des lésions professionnelles (Jiang, 1997 ;Sandmark, 2000), un sentiment de dépréciation socioprofessionnelle, une impression de stagnation et/ou un désir d'améliorer sa situation en modifiant son plan de carrière (Bizet et al, 2010). La recherche de ce type d'élévation sur le plan de la hiérarchie scolaire constitue ainsi une stratégie de mobilité verticale concrétisée par un nombre non négligeable d'éducateurs/trices physiques.…”

Teacher Induction Pathway of Physical and Health Education: A Case Study

“…Among other things, the time available for teaching is reduced by the transition to the coatroom and the installation of specialized materials (Demirhan, Bulca, Saçlı, & Kangalgil, 2014). The task is heavier owing to the number of students per class, a teaching task divided among several schools and the teacher's involvement in extracurricular activities (Aubin, 2017;Cruz & Li, 2009), not to mention the isolation of PHE teachers (Leroux, Beaudoin, Grenier, Turcotte, & Rivard, 2016). The physical environment, which plays a key role during the TI of PHE teachers, may present problems including outdated or lack of sports equipment, a space that's too small or poorly adapted to groups of students (Demirhan et al, 2014) and a work area physically isolated from the school's other teaching areas (Aubin, 2017;Parker, Patton, & Tannehill, 2012;Richards, 2015).…”