Associate Teachers Facing Integration of Visible Minorities into the Teaching Profession in Francophone Ontario
Bibliographic record
Abstract
ABSTRACT/RESUME The research findings presented in this article are part of a larger study, the purpose of which was to examine the barriers that visible minority student teachers encounter while undertaking their practicum; a pre-requisite for teaching in the Francophone Ontario education system. Our interviews with thirteen associate teachers in four Ottawa area school boards focussed on their perceptions of the teaching practices of the visible minority student teachers they supervise. Our research results indicate that visible minority student teachers face discrimination as a result of differences related to skin colour, 'accent', name, and the way they speak French. Associate teachers are reticent about integrating visible minorities into the teaching profession: they consider them to be 'outsiders' who must adapt to the values and norms of the dominant Franco-Ontarian culture as a condition of integration. Get article analyse les propos que tiennent 13 enseignants-associes (EA), ayant encadre des etudiants-maitres (EM) des minorites visibles, dans le cadre d'une etude sur Ia comprehension des difficultes que vivent les membres de la clientele etudiante des minorites visibles qui se preparent une carriere enseignante en Ontario francais. Cette etude a realisee grace a des entrevues de type semi-structure portant sur Ia pratique enseignante des etudiants-maitres des minorites visibles lors des stages. Les resultats des analyses de ces entrevues revelent que la plupart des enseignants-associes ont plutot tendance considerer les minorites visibles francophones comme des etrangers qui doivent, d'abord, s'impregner des valeurs de la communaute franco-ontarienne avant d'aspirer a une quelconque integration dans la profession enseignante. INTRODUCTION This research study is, in part, a response to the need to examine more closely the specific barriers that visible minority' students enrolled in Teacher Education Program at the University of Ottawa encounter in their field practicum. The practicum term is a crucial and necessary component of the Teacher Education Program and a requirement for obtaining a Teacher's Certificate in Ontario. As Beckham (1988) has pointed out, many factors serve to deter racialized minorities from pursuing university studies; minority status, the negative perceptions of these students that many faculty hold, barriers within the institutions, adjustment problems that visible minority students face, and academic performance requirements. These problems persist. Furthermore, the Ontario Ministry of Education (1994) itself recognizes that systemic barriers impede the entry of visible minority candidates into the Teacher Education Program and render their successful completion of the initial program more difficult. An anti-racism pilot program initiated by the Faculty of Education at the University of Ottawa during the 1994 - 1995 university year (Herry 1995) attempted to change the French Teacher Education Program to more adequately respond to the needs of Visible Minority, Ethnocultural Minority (2) and First Nations (3) students. It also provided impetus for this research. Our study examines the obstacles to integration that visible minority students confront in the Francophone Ontario education system. Our specific focus is to explore the perceptions associate teachers (4) hold of the teaching practices of visible minority student teachers. We identify barriers that arise from associate teachers' perceptions, particularly as they are shaped by the dominant Franco-Ontarian culture, that work to the detriment of visible minority student teachers. We also make recommendations intended to facilitate the adaptation of this clientele into this particular context and into teaching institutions in general. RESEARCH METHODOLOGY Research into the education of visible minority student teachers and their treatment by associate teachers is a relatively recent field of study, particularly in Ontario (Wideen et al. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".