文章基本信息

标题：How cooperating teachers appropriate and integrate changes in education in their teacher-training practices
本地全文：下载
作者：Josianne Caron ; Université du Québec à Trois-Rivières, Québec ; Canada Liliane Portelance 等
期刊名称：Éducation et francophonie
印刷版ISSN：0849-1089
电子版ISSN：1916-8659
出版年度：2012
卷号：XL
期号：01
出版社：Erudit
摘要：The implementation of Qu¨¦bec¡¯s education reform depends partly on cooperating teachers, whose role is to train future teachers in the school setting. A study by Martin (2002) raises the difficult problem of defining this role of trainer. Cooperating teachers provide little constructive feedback on this subject to their trainees and are poorly equipped to offer any. There is a gap in the mobilization of theoretical knowledge and an understanding of how to use it (Gervais, 2005). Under these conditions, it is important to consider the cognitive appropriation and integration of the prescribed changes in the supervision being provided to teachers in training. What kind of support is being offered to develop their professional skills? This article presents the results of a qualitative interpretive study conducted with three cooperating teachers at the secondary level through individual interviews and recorded conversations between these teachers and their trainees. We present how they portray their roles and the manifestations of their training practices. The variety of portrayals convey a degree of personal theorization about the role of cooperating teacher, but also its complexity, and a lack of knowledge about what the role entails. A good number of supervision practices reflect the implementation of the prescribed changes, but many of the expected practices do not appear.