Influence d'une formation continue sur les croyances, les représentations et les pratiques d'enseignants et de conseillères pédagogiques à l'égard de l'intégration des élèves allophones

Authors: Querrien, Diane
Advisor: De Koninck, Zita
Abstract: In regions outside the Montreal metropolitan area, teachers are increasingly required to adapt to the presence of allophones in their schools and, in particular, within mainstream classrooms, which have traditionally been homogeneous. A number of these students are low-literate (De Koninck & Armand, 2012a). Research carried out on teachers' cognition, with respect to their ability to adapt, has shown that beliefs and perceptions are key to any changes that they are likely to make (Borg, 2006). In order to provide teachers with effective support, therefore, training programs must be designed to help them meet these new challenges, encouraging them to reflect on the situation and to implement new didactic and pedagogical practices in collaboration with other educators from the same school (Korthagen, 2010a). The objective of this study has been to determine whether a professional development program, "Alloscol", aimed at teachers and pedagogical advisors from the Quebec City area, would enable them to adapt their teaching to meet the needs of French-language learners. Alloscol focuses on providing support for the development of the language of schooling of educated or under-educated students by means of an integrated approach based on reflection and collaboration. Qualitative analysis was carried out on interviews conducted at the beginning and at the conclusion of the training program and on different adjusted versions of their course outlines. The results revealed: (1) that changes in the discourse and practices of teachers improved the integration of French-language learners into mainstream classrooms, thanks to a better understanding of the characteristics of the language of schooling along with associated sociocultural issues; and (2) that the design of the training program, which integrated reflection and collaboration among teachers with different areas of expertise, had a significant impact on these changes, although this varied from participant to participant. Respondents also indicated that factors related to working conditions, such as time constraints, hiring policies, and workload assignment, were barriers to deriving full benefit from the training program.
Document Type: Thèse de doctorat
Issue Date: 2017
Open Access Date: 24 April 2018
Permalink: http://hdl.handle.net/20.500.11794/28386
Grantor: Université Laval
Collection:Thèses et mémoires

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