Abstracts
Résumé
Cette étude de cas qualitative porte sur la mobilisation des forces de caractère dans un programme de formation initiale en enseignement afin de favoriser le développement d’un réseau de soutien professionnel de futurs enseignants de français langue seconde (FLS). L’étude visait à examiner la façon dont trois candidats à l’enseignement (CAE) construisaient leur réseau professionnel de soutien quand leur professeur de didactique du FLS, aussi leur mentor de stage, adoptait une approche de conseils appréciatifs. Le journal de réflexion tenu par les CAE du FLS pendant les trimestres d’automne et d’hiver, les rapports de stage, les courriels et les notes de recherche tenues lors de conversations entre le CAE, leur mentor de stage/professeurs ont fait l’objet d’une analyse qualitative. Les résultats démontrent les avantages d’adopter une approche fondée sur les forces dans un programme de formation en enseignement pour favoriser le développement du réseau de soutien professionnel des futurs enseignants du FLS ainsi que les obstacles systémiques.
Mots-clés :
- programme de formation initiale en enseignement,
- français langue seconde,
- réseau de soutien professionnel,
- force de caractère
Abstract
This qualitative case study examines the mobilization of character strengths in a pre-service teacher education program to foster the development of a professional support network for future teachers of French as a second language (FSL). The aim of the study was to examine how three teacher candidates (CAEs) built their professional support networks at university and school when their FSL didactics professor, also their internship mentor, adopted an appreciative advising approach. Reflective journals kept by FSL CAEs during the fall and winter terms, internship reports, e-mails and research notes from conversations were analyzed qualitatively. Results demonstrate the benefits of adopting a strengths-based approach in a teacher education program to foster the development of future FSL teachers’ professional support network, as well as systemic barriers.
Keywords:
- initial teacher training program,
- French as a second language,
- professional support network,
- character strength
Appendices
Bibliographie
- Arvanitis, E. (2018). Preservice teacher education Towards a transformative and reflexive learning. Global Studies of Childhood, 8(2), 114–130. https://doi.org/10.1177/2043610617734980
- Bloom, J.L., Hutson, B.L., & He, Y. (2008). The appreciative advising revolution. Stipes Publishing Braunstein.
- Bloom, J L., & Martin, N.A. (2002). Incorporating appreciative inquiry into academic advising. The Mentor: An Academic Advising Journal, 4(3).
- Cooke, S., & Faez, F. (2018). Self-efficacy beliefs of novice French as a second language teachers: A case study of Ontario teachers. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 21(2), 1–18. https://doi.org/10.7202/1057963ar
- Culligan, K., Battistuzzi, A., Wernicke, M., & Masson, M. (2023). Teaching French as a second language in Canada: Convergence points of language, professional knowledge, and mentorship from teacher preparation through the beginning years. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 79(4), 352–370. https://doi.org/10.3138/cmlr-2022-0059
- El Hage, F., & Reynaud, C. (2014). L’approche écologique dans les théories de l’apprentissage : une perspective de recherche concernant le « sujet-apprenant ». Éducation et socialisation. Les Cahiers du CERFEE, (36). https://doi.org/10.4000/edso.1048
- García-Martínez, I., Ubago-Jiménez, J.L., Fernández-Batanero, J.M., & Chacón-Cuberos, R. (2022). Promoting professionalism through preservice teachers’collaboration. European Journal of Teacher Education, 45(5), 634–652. https ://doi.org/ 10.1080/02619768.2020.1860009
- Ghielen, S.T.S., van Woerkom, M., & Meyers, M.C., (2018). Promoting positive outcomes through strengths interventions: A literature review. The Journal of PositivePsychology, 13(6), 573–585. https://doi.org/10.1080/17439760.2017.1365164
- Gradisek, P. (2023). The role of the identification and promotion of student teachers’ character strengths in their professional development. Dans A. Lipovec, J. Tekavc, Z. Cugmas, T. Vrsnik Perse, & D. Legat (Éds.), Perspectives on teacher education and development (pp. 5–20). University of Maribor Press. https://doi.org/10.18690/um.pef.1.2023
- Gregersen, T., & Mercer, S. (2022). An appreciative-inquiry and strengths-based approach to pre-service teacher reflection during the practicum. Dans Z. Tajeddin & A.Watanabe (Éds.), Teacher reflection: Policies, practices, and impacts (pp. 105– 119). Multilingual Matters. https://doi.org/10.21832/9781788921022-011
- Gregersen, T., Mercer, S., MacIntyre, P., Talbot, K., & Banga, C.A. (2020). Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts. Language Teaching Research, 27(4), 862–883. https://doi.org/10.1177/1362168820965897
- Hargreaves, A., & O’Connor, M. (2018). Collaborative professionalism: When teaching together means learning for all. Sage.
- Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, Article 100411. https://doi.org/10.1016/j.edurev.2021.100411
- He, Y. (2009). Strength-based mentoring in pre-service teacher education: A literature review. Mentoring & Tutoring : Partnership in Learning, 17(3), 263–275. https://doi.org/10.1080/13611260903050205
- Hiver, P. (2016). The triumph over experience: Hope and hardiness in novice L2 teachers. In P. MacIntyre, G. Gregerson, & S. Mercer (Éds.), Positive psychology In SLA (pp. 168–192). Multiingual Matters. https://doi.org/10.21832/9781783095360-008
- Hong, J.Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003
- Ingersoll, R.M., May, H., & Collins, G. (2019). Recruitment, employment, retention and the minority teacher shortage. Education Policy Analysis Archives, 27(37), 1–42. http://dx.doi.org/10.14507/epaa.27.3714
- Jack, D., & Nyman, J. (2019). Meeting labour market needs for French as a second language instruction in Ontario. American Journal of Educational Research, 7(7), 428–438. https://doi.org/10.12691/education-7-7-1
- Jacquet, M., & Dagenais, D. (2010). Perspective croisée sur la collaboration professionnelle des enseignants dans trois contextes scolaires en Colombie-Britannique/Comparative perspective on professional collaboration among teachers in three school contexts in British Columbia. McGill Journal of Education/Revue des sciences de l’éducation de McGill, 45(3), 511–534. https://doi.org/10.7202/1003575ar
- Kern, M.L., Williams, P., Spong, C., Colla, R., Sharma, K., Downie, A., Taylor, J.A., Sharp, S., Siokou, C., & Oades, L.G. (2020). Systems informed positive psychology. The Journal of Positive Psychology, 15(6), 705–715. https://doi.org/10.1080/17439760.2019.1639799
- Knouzi, I., & Mady, C. (2014). Voices of resilience from the bottom rungs: The stories of three elementary core French teachers in Ontario. Alberta Journal of Educational Research, 60(1), 62–80. https://doi.org/10.11575/ajer.v60i1.55764
- Kutsyuruba, B. (2012). Teacher induction and mentorship policies : The Pan-Canadian overview. International Journal of Mentoring and Coaching in Education, 1(3), 235–256. https://doi.org/10.1108/20466851211279484
- Kutsyuruba, B., Walker, K.D., Stroud Stasel, R., & Al Makhamreh, M. (2019). Developing resilience and promoting well-being in early career teaching: Advice from the Canadian Beginning Teachers. Canadian Journal of Education/Revue canadienne de l’éducation, 42(1), 285–321.
- Le Bouthillier, J., & Kristmanson, P. (2023). Teacher candidates of French as a second language and the construction of a professional Identity. Journal of Belonging, Identity, Language, and Diversity, 7(1), 52–67.
- Ledger, S. (2021). Resilience building for pre-service teachers: BRiTE, microteaching and augmented reality/simulation (BRiTE-AR). Dans C.F. Mansfield (Éd.), Cultivating teacher resilience (pp. 245–262). Springer. https://doi.org/10.1007/978-981-15-5963-1
- Linley, P.A., & Harrington, S. (2006). Playing to your strengths. The Psychologist, 19(2), 86–89.
- Lopez, S.J.,&Louis,M.C. (2009). The principles of strengths-based education. Journal of College & Character, 10(4), 1–8. https://doi.org/10.2202/1940-1639.1041
- Mairitsch, A., Babic, S.,Mercer, S., Sulis, G., Jin, J., &King, J. (2021). Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teaching and Teacher Education, 106, Article 103452. https://doi.org/10.1016/j.tate.2021.103452
- Mason, S., & Poyatos Matas, C. (2016). Social capital: A vital ingredient in retaining foreign language teachers. Asian-Pacific Journal of Second and Foreign Language Education, 1(3), 1–19. https://doi.org/10.1186/s40862-016-0008-5
- Masson, M. (2018). Reframing FSL teacher learning: Mall stories of (re)professionaliation and identity formation. Journal of Belonging, Identity, Language and Diversity, 2(2),77–102.
- Masson,M., Knouzi, I., Arnott, S.,& Lapkin, S. (2021). A critical interpretive synthesis of post-millennial Canadian French as a second language research across stakeholders and programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 77(2), 154–188. https://doi.org/10.3138/cmlr-2020-002
- Mercer, S. (2021). An agenda for well-being in ELT : An ecological perspective. ELT Journal, 75(1), 14–21. https://doi.org/10.1093/elt/ccaa062
- Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.
- Mercer, S., MacIntyre, P., Gregersen, T., & Talbot, T. (2018). Positive language education: Combining positive education and language education. Theory and Practice of Second Language Acquisition, 4(2), 11–31.
- Merriam, S. (2009). Qualitative research. A guide to design and implementation. Jossey-Bass.
- Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
- Ontario Ministry of Education. (2016). Policy/Program Memorandum 159: Collaborative professionalism. https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-159
- Slade, M.L., Burnham, T J., Catalana, S.M., & Waters, T. (2019). The impact of reflective practice on teacher candidates’ learning. International Journal for the Scholarship of Teaching and Learning, 13(2), Article 15. https://doi.org/10.20429/ijsotl.2019.130215
- Smith, C.W., Masson, M.E., Spiliotopoulos, V., & Kristmanson, P. (2023). A course or a pathway? Addressing French as a Second Language teacher recruitment and retention in Canadian BEd programs. Canadian Journal of Education/Revue canadienne de l’éducation, 46(2), 412–440. https://doi.org/10.53967/cje-rce.5515
- Stake, R.E. (1995). The art of case study research. Sage.
- Steinberger, P., & Magen-Nagar, N. (2017). What concerns school teachers Today?: Identity conflict centrality scale for measuring teacher identity: A validation Study. Teacher Education Quarterly, 44(1), 35–57.
- Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103, Article 102642. https://doi.org/10.1016/j.system.2021.102642
- Swanson, P., & Mason, S. (2018). The world language teacher shortage: Taking a new direction. Foreign Language Annals, 51(1), 251–262. http://dx.doi.org/10.1111/flan.12321
- Tian, W., & Louw, S. (2020). It’s a win-win situation: Implementing Appreciative Advising in a pre-service teacher training programme. Reflective Practice, 21(3), 384–399. https://doi.org/10.1080/14623943.2020.1752167
- Wagner, L., Gander, F., Proyer, R.T., & Ruch, W. (2020). Character strengths and PERMA: Investigating the relationships of character strengths with a multidimensional framework of well-being. Applied Research in Quality of Life, 15, 307–328. https://doi.org/10.1007/s11482-018-9695-z
- Washington, S.A., & O’Connor, M.T. (2020). Collaborative professionalism across cultures and contexts: Cases of professional learning networks enhancing teaching and learning in Canada and Colombia. Dans L. Schnellert (Éd.), Professionallearning networks: Facilitating transformation in diverse contexts with equityseeking communities (pp. 17–47). Emerald Publishing. https://doi.org/10.1108/978-1-78769-891-820201005
- Wernicke, M., Masson, M., Arnott, S., Le Bouthillier, J., & Kristmanson, P. (2022). La rétention d’enseignantes et d’enseignants de français langue seconde au Canada : au-delà d’une stratégie de recrutement. Éducation et francophonie, 50(2), 1–17. https://doi.org/10.7202/1097033ar
- Whalen, C., Majocha, E., & Van Nuland, S. (2019). Novice teacher challenges and promoting novice teacher retention in Canada. European Journal of Teacher Education, 42(5), 591–607. https://doi.org/10.1080/02619768.2019.1652906
- Zhang, X., & Wong, J. (2018). How do teachers learn together ? A study of schoolbased teacher learning in China from the perspective of organisational learning. Teachers and Teaching: Theory and Practice, 24(2), 119–134. https://doi.org/10.1080/13540602.2017.1388227
10.7202/1057963ar