Le processus de socialisation professionnelle des enseignants formés à l'étranger dans des établissements secondaires au Québec
Bibliographic record
Abstract
RÉSUMÉ : La recherche porte sur la socialisation professionnelle des enseignants formés à l'étranger (EFÉ) au niveau des établissements secondaires au Québec. À travers cette présente recherche, l'auteure a pour objectif de recherche de comprendre comment les EFÉ assurent le métier d'enseignant au Québec. Afin de mieux cerner cet objectif principal, l'auteure a porté un regard particulier sur trois dimensions : l'acquisition de l'identité professionnelle, l'intégration à la communauté professionnelle et l'acquisition des compétences pédagogiques. La méthodologie de recherche utilisée est essentiellement qualitative reposant sur l'analyse thématique des entretiens semi-directifs. L'auteure a choisi son échantillon dans trois villes du Québec que sont Québec, Lévis et Montréal. Ainsi, l'auteure a effectué 14 entretiens dont 8 à Montréal, 3 dans la ville de Québec et 3 à Lévis. À la lumière de la recension des écrits sur ces trois dimensions, l'auteure a formulé 3 questions spécifiques de recherche que sont : Comment les EFÉ acquièrent leur identité professionnelle au Québec ? Quel est le rôle de la communauté professionnelle au cours de la socialisation professionnelle des EFÉ ? Comment les EFÉ pratiquent l'enseignement en classe au Québec ? D'abord pour la première question l'auteure s'intéresse à la représentation du métier d'enseignant et à l'adaptation au système scolaire québécois. Ensuite la deuxième question porte un regard sur les relations que les EFÉ entretiennent au sein de la communauté professionnelle avec les directions, les collègues et les parents d'élèves. Enfin, à travers la troisième question, l'auteure appréhende la gestion de classes et les stratégies pédagogiques élaborées par les EFÉ. À travers les témoignages des différents participants à l'étude, l'auteure constate que leur socialisation professionnelle en milieu scolaire québécois présente des défis. Elle note que de l'acquisition de l'identité professionnelle à l'acquisition des compétences pédagogiques sans oublier l'intégration à la communauté professionnelle, les participants ont partagé leur expérience en soulignant les défis qu'ils ont eus à surmonter. Néanmoins, certains dispositifs ont été mis en place pour accompagner les EFÉ dans le processus de socialisation professionnelle. -- Mot(s) clé(s) en français : enseignants immigrants, socialisation professionnelle, gestion de classe, communauté professionnelle, direction d'établissement. -- ABSTRACT : The research focuses on the professional socialization of foreign-trained teachers (FTT) at the secondary school level in Quebec. The author's research objective is to understand how FTT perform the teaching profession in Quebec. To better understand this main objective, the author focused on three dimensions: the acquisition of professional identity, integration into the professional community and the acquisition of pedagogical skills. The research methodology used is essentially qualitative, based on thematic analysis of semi-structured interviews. The author selected her sample from three Quebec cities: Quebec City, Lévis and Montreal. The author conducted 14 interviews, including 8 in Montreal, 3 in Quebec City and 3 in Lévis. Considering the literature review on these three dimensions, the author formulated 3 specific research questions which are: How do FTT acquire their professional identity in Quebec? What is the role of the professional community in the professional socialization of FTT? How do FTT practice classroom teaching in Quebec? For the first question, the author looks at how the teaching profession is represented and adapted to the Quebec school system. Then, the second question looks at the relationships FTT have within the professional community, with principals, colleagues and parents. Finally, the third question looks at the classroom management and pedagogical strategies developed by FTT. Through the testimonies of the various participants in the study, the author notes that their professional socialization in the Quebec school environment presents challenges. She notes that from the acquisition of professional identity to the acquisition of pedagogical skills, not forgetting integration into the professional community, the participants shared their experiences, highlighting the challenges they had to overcome. Nevertheless, some mechanisms have been put in place to support FTT in the process of professional socialization. -- Mot(s) clé(s) en anglais : immigrant teachers, professional socialization, classroom management, professional community, school leadership.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.011 | 0.005 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".