Abstracts
Abstract
The practicum experience is a crucial moment of learning for a pre-service teacher (PST). At the heart of the experience is the relationship PSTs have with their cooperating teachers (CTs). To examine how this relationship was negotiated during the practicum, this article applied Cortazzi’s analysis of narrative approach to stories told by 13 PSTs, stories that comprised part of a larger mixed-method study. Findings from analysis of the more than 200 narratives told by the 13 PSTs disclosed the several ways in which PSTs experienced support from their CTs, including planned introductions of the PST to the classroom students, the CT’s explicit support of PST decisions, and a negotiated withdrawal of the CT’s presence.
Keywords:
- Teacher identity,
- teacher education,
- pre-service teachers,
- practicum,
- cooperating teachers,
- mentorship
Résumé
Le stage est un moment crucial de l'apprentissage pour un enseignant en formation initiale (EFI). Au coeur de cette expérience se trouve la relation que les enseignants en formation initiale entretiennent avec leurs enseignants coopérants (EC). Pour examiner cette relation, cet article applique l'analyse de l'approche narrative aux histoires racontées par 13 enseignants en formation. Les résultats de l'analyse de plus de 200 récits ont révélé les différentes façons dont les EFP ont bénéficié du soutien de leur EC, notamment les présentations planifiées de l'EFP aux élèves de la classe, le soutien explicite de l'EC aux décisions de l'EFP et le retrait négocié de la présence de l'EC.
Mots-clés :
- Identité de l'enseignant,
- formation des enseignants,
- enseignants en formation initiale,
- stage,
- enseignants coopérants,
- mentorat
Appendices
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