La fonction d’enseignant-ressource existe depuis 12 ans au Quebec et aucun etat des lieux n’a ete realise a ce jour. Afin de brosser un portrait de cette fonction, un questionnaire de 21 questions a ete envoye dans les ecoles secondaires francophones du Quebec. L’objectif etait de mieux connaitre les roles et fonctions des enseignants-ressources et de determiner l’etat de leur satisfaction notamment au regard de l’aide a apporter aux eleves a risque, en difficulte d’adaptation ou d’apprentissage (EDAA) et a leurs enseignants. Au total, 164 enseignants-ressources ont repondus au questionnaire. Les resultats d’analyses de contenu montrent qu’ils sont assez satisfaits de leur tâche. Des defis de collaboration avec l’enseignant de la classe et d’efficacite d’interventions aupres des eleves demeurent. SATISFACTION OF RESOURCE TEACHERS ABOUT THEIR ROLES AND FUNCTIONS WHEN THEY SUPPORT THE SUCCESS OF AT-RISK AND SPECIAL NEEDS STUDENTS The role of the resource teacher has existed for 12 years in Quebec and no situational analysis has been completed to date. To provide a portrait of this role, a 21-question questionnaire was sent to Quebec’s francophone high schools. The objective was to better understand the roles and functions of resource teachers and to determine their state of satisfaction, particularly with regard to helping at-risk students, those with special needs, and their teachers. A total of 164 resource teachers responded to the questionnaire. Content analysis results show that they are quite satisfied with their task. Collaborative challenges with classroom teachers and effective student interventions remain.
{"title":"SATISFACTION DES ENSEIGNANTS-RESSOURCES À L’ÉGARD DES RÔLES ET DES FONCTIONS POUR SOUTENIR LA RÉUSSITE DES ÉLÈVES À RISQUE, EN DIFFICULTÉ D’ADAPTATION OU D’APPRENTISSAGE","authors":"Nancy Granger, Philippe Tremblay","doi":"10.7202/1060863AR","DOIUrl":"https://doi.org/10.7202/1060863AR","url":null,"abstract":"La fonction d’enseignant-ressource existe depuis 12 ans au Quebec et aucun etat des lieux n’a ete realise a ce jour. Afin de brosser un portrait de cette fonction, un questionnaire de 21 questions a ete envoye dans les ecoles secondaires francophones du Quebec. L’objectif etait de mieux connaitre les roles et fonctions des enseignants-ressources et de determiner l’etat de leur satisfaction notamment au regard de l’aide a apporter aux eleves a risque, en difficulte d’adaptation ou d’apprentissage (EDAA) et a leurs enseignants. Au total, 164 enseignants-ressources ont repondus au questionnaire. Les resultats d’analyses de contenu montrent qu’ils sont assez satisfaits de leur tâche. Des defis de collaboration avec l’enseignant de la classe et d’efficacite d’interventions aupres des eleves demeurent. SATISFACTION OF RESOURCE TEACHERS ABOUT THEIR ROLES AND FUNCTIONS WHEN THEY SUPPORT THE SUCCESS OF AT-RISK AND SPECIAL NEEDS STUDENTS The role of the resource teacher has existed for 12 years in Quebec and no situational analysis has been completed to date. To provide a portrait of this role, a 21-question questionnaire was sent to Quebec’s francophone high schools. The objective was to better understand the roles and functions of resource teachers and to determine their state of satisfaction, particularly with regard to helping at-risk students, those with special needs, and their teachers. A total of 164 resource teachers responded to the questionnaire. Content analysis results show that they are quite satisfied with their task. Collaborative challenges with classroom teachers and effective student interventions remain.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44589468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cet article tente de comprendre, au travers de l’exploitation quantitative provenant d’un questionnaire administre a des collegiens, la facon dont les ecoliers et collegiens francais reagissent aux verdicts scolaires. L’analyse menee tente de distinguer les effets de deux pratiques evaluatives distinctes : l’evaluation par competences et la notation scolaire. L’evaluation par competence proposee plus frequemment a l’ecole primaire limite chez certains eleves en difficulte le decouragement scolaire mais ne peut, a l’instar de la notation scolaire totalement s’affranchir d’une certaine peur de rater. Enfin, notre etude montre que les eleves enquetes travaillent essentiellement dans le but d’obtenir de bons resultats scolaires et la perspective d’un metier futur. THE EXPERIENCE OF SCHOOL ASSESSMENT BY PRIMARY AND SECONDARY PUPILS. CONTRIBUTING TO THE AWARENESS OF MOTIVATIONAL PROCESSES AT SCHOOL This article attempts to understand the way French primary and secondary pupils react to educational verdicts using a quantitative approach to a questionnaire administered to secondary-school pupils. This analysis endeavours to distinguish the effects of two distinct assessment practices: competency-based assessment and grading. The competency-based assessment most frequently used in primary school helps to alleviate pupils’ sense of discouragement, but as is the case for grades, cannot completely rid them of a certain fear of failure. Finally, our study shows that pupils in the study work first and foremost with the objective of obtaining good grades as well as favorable professional prospects.
{"title":"L’EXPÉRIENCE DE L’ÉVALUATION SCOLAIRE CHEZ LES ÉCOLIERS ET COLLÉGIENS. CONTRIBUTION À LA CONNAISSANCE DES PROCESSUS MOTIVATIONNELS À L’ÉCOLE","authors":"Stéphane Bénit, Philippe Sarremejane","doi":"10.7202/1060862AR","DOIUrl":"https://doi.org/10.7202/1060862AR","url":null,"abstract":"Cet article tente de comprendre, au travers de l’exploitation quantitative provenant d’un questionnaire administre a des collegiens, la facon dont les ecoliers et collegiens francais reagissent aux verdicts scolaires. L’analyse menee tente de distinguer les effets de deux pratiques evaluatives distinctes : l’evaluation par competences et la notation scolaire. L’evaluation par competence proposee plus frequemment a l’ecole primaire limite chez certains eleves en difficulte le decouragement scolaire mais ne peut, a l’instar de la notation scolaire totalement s’affranchir d’une certaine peur de rater. Enfin, notre etude montre que les eleves enquetes travaillent essentiellement dans le but d’obtenir de bons resultats scolaires et la perspective d’un metier futur. THE EXPERIENCE OF SCHOOL ASSESSMENT BY PRIMARY AND SECONDARY PUPILS. CONTRIBUTING TO THE AWARENESS OF MOTIVATIONAL PROCESSES AT SCHOOL This article attempts to understand the way French primary and secondary pupils react to educational verdicts using a quantitative approach to a questionnaire administered to secondary-school pupils. This analysis endeavours to distinguish the effects of two distinct assessment practices: competency-based assessment and grading. The competency-based assessment most frequently used in primary school helps to alleviate pupils’ sense of discouragement, but as is the case for grades, cannot completely rid them of a certain fear of failure. Finally, our study shows that pupils in the study work first and foremost with the objective of obtaining good grades as well as favorable professional prospects.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47921824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students’ funds of knowledge are valued through responsive teaching. Case study methodology was taken up to understand and enhance this in situ teacher education approach. Four themes were derived through qualitative analysis: 1) theory / practice connections in situ; 2) diverse learners and the need for responsivity in teaching; 3) in situ learning through collaboration; and 4) benefits and tensions at the school and program level. Findings suggest that school / university in situ teacher education partnerships can provide rich contextual and situational learning that disrupt normative conceptions of teaching, learning and literacy. DES LIEUX HYBRIDES IN SITU COMME ESPACES CONTRIBUANT A LA FORMATION DES MAITRES Dans le cadre de ce projet de recherche, un professeur d’universite et un coordonnateur en litteratie au conseil scolaire ont elabore et enseigne en collaboration un cours en methodologie d’enseignement de la lecture. Au sein de ce cours, les futurs enseignants ont explore par un processus d’apprentissage dynamique en classe de quelle maniere la theorie s’allie a la pratique lorsque le bagage de connaissances des eleves est sollicite par un enseignement adapte. La methodologie de l’etude de cas a ete utilisee pour comprendre et mettre en valeur cette approche in situ de formation des enseignants. Quatre themes ont emerge de l’analyse qualitative : 1) les liens entre la theorie et la pratique in situ , 2) la diversite des apprenants et le besoin d’adaptabilite en enseignement, 3) l’apprentissage in situ par la collaboration et 4) les benefices et les tensions au niveau de l’ecole et du programme. Les conclusions de la recherche demontrent que les partenariats in situ ecole / universite pour former de futurs enseignants peuvent permettre de riches apprentissages en contextes et situations authentiques qui chamboulent les conceptions traditionnelles de l’enseignement, de l’apprentissage et de la litteratie.
在本研究中，一位大学教授和学区扫盲协调员共同设计并教授了一门扫盲方法课程，让教师候选人参与课堂上的动态学习，探索当学生的知识资金通过响应式教学得到重视时，理论如何与实践相结合。采用个案研究方法来理解和加强这种现场教师教育方法。通过定性分析得出四个主题:1)理论/实践的原位联系;2)多样化的学习者和教学中对响应性的需求;3)协作式现场学习;4)学校和项目层面的利益和紧张关系。研究结果表明，学校/大学的现场教师教育伙伴关系可以提供丰富的情境和情景学习，打破了教学、学习和扫盲的规范概念。在原地混合动力系统，在原地混合动力系统，在原地混合动力系统，在原地混合动力系统，在原地混合动力系统，在原地混合动力系统，在原地混合动力系统，在原地混合动力系统在这门课程中，未来的学生们不会探索课程的过程，也不会探索课程的动态，也不会探索课程的理论，也不会探索课程的动态，也不会探索课程的理论，也不会探索课程的动态，更不会探索课程的动态，更不会探索课程的动态，更不会探索课程的动态，更不会探索课程的动态。该方法是一种综合利用的方法，可以在地层原位变形的情况下进行综合利用。四分之一的主题将出现在定性分析中:1)理论和实践在原地，2)学徒的多样性和适应性，3)学徒在原地和合作，4)效益和紧张关系在大学和课程中。结论de la recherche demontrent que Les parenterats in situ college / universite for former de future enseignants pupuvent permett rich学徒在语境和情境中是真实的，而传统的概念则是“学徒”、“学徒”和“文学”。
{"title":"IN SITU HYBRID SPACES AS GENERATIVE SITES FOR TEACHER PREPARATION","authors":"Leyton Schnellert, Donna Kozak","doi":"10.7202/1060860AR","DOIUrl":"https://doi.org/10.7202/1060860AR","url":null,"abstract":"In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students’ funds of knowledge are valued through responsive teaching. Case study methodology was taken up to understand and enhance this in situ teacher education approach. Four themes were derived through qualitative analysis: 1) theory / practice connections in situ; 2) diverse learners and the need for responsivity in teaching; 3) in situ learning through collaboration; and 4) benefits and tensions at the school and program level. Findings suggest that school / university in situ teacher education partnerships can provide rich contextual and situational learning that disrupt normative conceptions of teaching, learning and literacy. DES LIEUX HYBRIDES IN SITU COMME ESPACES CONTRIBUANT A LA FORMATION DES MAITRES Dans le cadre de ce projet de recherche, un professeur d’universite et un coordonnateur en litteratie au conseil scolaire ont elabore et enseigne en collaboration un cours en methodologie d’enseignement de la lecture. Au sein de ce cours, les futurs enseignants ont explore par un processus d’apprentissage dynamique en classe de quelle maniere la theorie s’allie a la pratique lorsque le bagage de connaissances des eleves est sollicite par un enseignement adapte. La methodologie de l’etude de cas a ete utilisee pour comprendre et mettre en valeur cette approche in situ de formation des enseignants. Quatre themes ont emerge de l’analyse qualitative : 1) les liens entre la theorie et la pratique in situ , 2) la diversite des apprenants et le besoin d’adaptabilite en enseignement, 3) l’apprentissage in situ par la collaboration et 4) les benefices et les tensions au niveau de l’ecole et du programme. Les conclusions de la recherche demontrent que les partenariats in situ ecole / universite pour former de futurs enseignants peuvent permettre de riches apprentissages en contextes et situations authentiques qui chamboulent les conceptions traditionnelles de l’enseignement, de l’apprentissage et de la litteratie.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46624376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper gives an overview of ongoing revitalisation efforts for Kanien’keha / Mohawk, one of the endangered Indigenous languages in Canada. For the Mohawk people, their language represents a significant part of the culture, identity and well-being of individuals, families, and communities. The endangerment of Kanien’keha and other Indigenous languages in Canada was greatly accelerated by the residential school system. This paper describes the challenges surrounding language revitalisation in Mohawk communities within Canada as well as progress made, specifically for the Kanien’keha / Mohawk language. EFFORTS DE REVITALISATION LINGUISTIQUE DE LA LANGUE MOHAWK / KANIEN’KEHA AU CANADA Cet article offre une vue d’ensemble des efforts de revitalisation linguistique realises pour preserver la langue mohawk / kanien’keha, une des langues autochtones les plus menacees au Canada. Pour la communaute mohawk, cette langue constitue une part fondamentale de la culture, de l’identite et du bien-etre des individus, des familles et des communautes. La mise en peril de la langue mohawk kanien’keha et des autres langues autochtones au Canada a ete grandement accentuee par le systeme de pensionnats autochtones. Cet article explore les defis inherents a la revitalisation de la langue en cours dans les communautes mohawks au Canada et les progres realises, particulierement en ce qui a trait a la langue mohawk kanien’keha.
{"title":"KANIEN’KEHA / MOHAWK INDIGENOUS LANGUAGE REVITALISATION EFFORTS IN CANADA","authors":"Grace A. Gomashie","doi":"10.7202/1060864AR","DOIUrl":"https://doi.org/10.7202/1060864AR","url":null,"abstract":"This paper gives an overview of ongoing revitalisation efforts for Kanien’keha / Mohawk, one of the endangered Indigenous languages in Canada. For the Mohawk people, their language represents a significant part of the culture, identity and well-being of individuals, families, and communities. The endangerment of Kanien’keha and other Indigenous languages in Canada was greatly accelerated by the residential school system. This paper describes the challenges surrounding language revitalisation in Mohawk communities within Canada as well as progress made, specifically for the Kanien’keha / Mohawk language. EFFORTS DE REVITALISATION LINGUISTIQUE DE LA LANGUE MOHAWK / KANIEN’KEHA AU CANADA Cet article offre une vue d’ensemble des efforts de revitalisation linguistique realises pour preserver la langue mohawk / kanien’keha, une des langues autochtones les plus menacees au Canada. Pour la communaute mohawk, cette langue constitue une part fondamentale de la culture, de l’identite et du bien-etre des individus, des familles et des communautes. La mise en peril de la langue mohawk kanien’keha et des autres langues autochtones au Canada a ete grandement accentuee par le systeme de pensionnats autochtones. Cet article explore les defis inherents a la revitalisation de la langue en cours dans les communautes mohawks au Canada et les progres realises, particulierement en ce qui a trait a la langue mohawk kanien’keha.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47023065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mélissa Bissonnette, P. Toussaint, C. Martiny, G. Fortier, Fernand Ouellet
La reussite scolaire est souhaitee pour tous les eleves quebecois. Considerant la diversite ethnoculturelle des eleves dans les ecoles montrealaises, et leur reussite scolaire plus difficile a atteindre, l’article decrit et analyse la perception de membres de communautes educatives de milieux scolaires pluriethniques et defavorises quant a la reussite et l’echec scolaires des eleves issus de l’immigration. Les donnees issues de 79 entrevues ont ete analysees au regard des relations a leurs caracteristiques sociales et demographiques. Les resultats montrent que parmi les trois principaux facteurs de reussite et d’echec identifies dans la recherche, seuls le sexe, l’âge et le statut des participants permettent de relever des differences au sein des propos des participants et sont discutes dans l’article. EDUCATIONAL COMMUNITY PERCEPTIONS OF THE FACTORS CONTRIBUTING TO THE ACADEMIC SUCCESS AND FAILURE OF LOW INCOME MONTREAL FIRST AND SECOND GENERATION IMMIGRANT HIGH SCHOOL STUDENTS High school success is the goal for every Quebec student. Given the increasing diversity in the ethno-cultural make up of students in the Montreal area high schools and their differing achievement results, this research project focused on the educative community perceptions of their school success. The results from 79 interviews identified three principal success and failure factors. Responses in relation to their social demographical characteristics such as gender, occupation, and age are discussed.
{"title":"PERCEPTION DE MEMBRES DE LA COMMUNAUTÉ ÉDUCATIVE DES FACTEURS DE RÉUSSITE ET D’ÉCHEC DES ÉLÈVES ISSUS DE L’IMMIGRATION D’ÉCOLES SECONDAIRES DÉFAVORISÉES ET PLURIETHNIQUES MONTRÉALAISES","authors":"Mélissa Bissonnette, P. Toussaint, C. Martiny, G. Fortier, Fernand Ouellet","doi":"10.7202/1060861AR","DOIUrl":"https://doi.org/10.7202/1060861AR","url":null,"abstract":"La reussite scolaire est souhaitee pour tous les eleves quebecois. Considerant la diversite ethnoculturelle des eleves dans les ecoles montrealaises, et leur reussite scolaire plus difficile a atteindre, l’article decrit et analyse la perception de membres de communautes educatives de milieux scolaires pluriethniques et defavorises quant a la reussite et l’echec scolaires des eleves issus de l’immigration. Les donnees issues de 79 entrevues ont ete analysees au regard des relations a leurs caracteristiques sociales et demographiques. Les resultats montrent que parmi les trois principaux facteurs de reussite et d’echec identifies dans la recherche, seuls le sexe, l’âge et le statut des participants permettent de relever des differences au sein des propos des participants et sont discutes dans l’article. EDUCATIONAL COMMUNITY PERCEPTIONS OF THE FACTORS CONTRIBUTING TO THE ACADEMIC SUCCESS AND FAILURE OF LOW INCOME MONTREAL FIRST AND SECOND GENERATION IMMIGRANT HIGH SCHOOL STUDENTS High school success is the goal for every Quebec student. Given the increasing diversity in the ethno-cultural make up of students in the Montreal area high schools and their differing achievement results, this research project focused on the educative community perceptions of their school success. The results from 79 interviews identified three principal success and failure factors. Responses in relation to their social demographical characteristics such as gender, occupation, and age are discussed.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46518664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PENNY HAWORTH & CHERYL CRAIG (Eds.). The Career Trajectories of English Language Teachers . Oxford, United Kingdom: Symposium Books. (2016). 256 pp. $44.17 (Kindle). (ISBN 978-1-873927-87-8)
{"title":"Book Review: PENNY HAWORTH & CHERYL CRAIG (Eds.). The Career Trajectories of English Language Teachers. (2016).","authors":"Philippa Parks","doi":"10.7202/1060865AR","DOIUrl":"https://doi.org/10.7202/1060865AR","url":null,"abstract":"PENNY HAWORTH & CHERYL CRAIG (Eds.). The Career Trajectories of English Language Teachers . Oxford, United Kingdom: Symposium Books. (2016). 256 pp. $44.17 (Kindle). (ISBN 978-1-873927-87-8)","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45216915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En lien avec la question de la professionnalisation de l’enseignement, cet article presente une analyse de l’evolution historique et sociologique du savoir professionnel a la base de la formation des enseignants au Quebec et en Ontario a travers l’approche neoweberienne en sociologie des professions. A partir d’une recherche documentaire, nous concluons que dans les annees1950-1960 la mise en place d’un savoir rationnel theorique se realise de maniere differenciee, cette rationalisation etant basee sur une pedagogie scientifique au Quebec et sur l’education liberale en Ontario. Malgre l’arrivee d’une « rationalite pratique » dans les annees 1990 dans les deux provinces, les changements des annees subsequentes retiendront certaines conceptions des annees 1950-1960, celles-ci ayant une influence importante sur les structures actuelles de la formation. THE EVOLUTION OF TEACHERS’ PROFESSIONAL KNOWLEDGE IN QUEBEC AND ONTARIO: A NEO-WEBERIAN SOCIOLOGICAL ANALYSIS Related to the question of the professionalization of teaching, this article presents an analysis of the historical and sociological evolution of teachers’ professional knowledge in Quebec and Ontario through the Neo-Weberian approach in the sociology of professions. Employing a review of literature, we conclude that the implementation of theoretical rational knowledge in the years 1950-1960 is carried out in a differentiated manner, with this rationalization being based on a scientific pedagogy in Quebec and on liberal education in Ontario. Despite the arrival of a “practical rationality” in the 1990s in the two provinces, the changes of subsequent years retain certain conceptions from the 1950s and 1960s, which have had a major influence on the current structures of teacher education programs.
在教育专业化问题的背景下，本文通过职业社会学的新韦伯方法，分析了作为魁北克和安大略省教师教育基础的专业知识的历史和社会学演变。通过文献研究，我们得出结论，在1950-1960年，理性理论知识的建立以不同的方式实现，这种合理化是基于魁北克的科学教育和安大略省的自由教育。尽管20世纪90年代在这两个省出现了“实用理性”，但随后几年的变化保留了1950- 60年代的一些概念，这些概念对目前的培训结构产生了重大影响。教师的进化》(PROFESSIONAL KNOWLEDGE IN小岛和安大略省:A NEO-WEBERIAN社会学分析Related to THE professionalization》教学问题,这篇presents an ANALYSIS OF THE historical AND SOCIOLOGICAL进化OF教师PROFESSIONAL KNOWLEDGE IN小岛安大略省IN through THE NEO-WEBERIAN方法》《社会学专业。通过对文献的回顾，我们得出结论，1950-1960年理论理性知识的实施是以一种不同的方式进行的，这种合理化是基于魁北克的科学教学法和安大略省的自由教育。尽管两省在1990年代出现了“实用理性”，但随后几年的变化保留了1950年代和1960年代的某些观念，这些观念对目前教师教育方案的结构产生了重大影响。
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Quebec’s Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers’ legally recognized right to professional autonomy, their constitutional rights to religious freedom and freedom of expression, and the related issue of impartiality as a pedagogical device when teaching about controversial issues. The paper’s brief review of the jurisprudence does not support a decisive answer to the question of whether the legal basis of the impartiality ERC’s impartiality requirement is sound. However, it does reveal that the impartiality requirement is more legally fragile than it might appear at first glance. L’EXIGENCE D’IMPARTIALITY EN ETHIQUE ET CULTURE RELIGIEUSE : EST-ELLE CONFORME A L’AUTOMIE PROFESSIONNELLE DES ENSEIGNANTS ET LES DROITS GARANTIS PAR LA CHARTE? Le programme d’Ethique et culture religieuse (ECR) impose a ceux qui l’enseigne une obligation d’assumer une posture professionnelle empreinte d’impartialite. Cet article propose une analyse de l’encadrement reglementaire entourant cette exigence d’impartialite du point de vue du droit des enseignants quebecois a l’autonomie professionnelle, leur droit constitutionnel a la liberte d’expression et a la liberte religieuse et l’enjeux connexe de l’impartialite enseignante comme un outil pedagogique disponible aux enseignants lorsqu’ils abordent des questions sensibles en classe. L’examen de la jurisprudence propose dans ce texte laisse la question ouverte quant a la validite juridique de l’exigence d’impartialite. Cependant, tout indique que l’encadrement reglementaire lie a l’exigence d’impartialite en ECR comprend de serieuses lacunes.
{"title":"THE PEDAGOGICAL IMPARTIALITY REQUIREMENT IN QUEBEC’S ETHICS AND RELIGIOUS CULTURE CURRICULUM: IS IT CONSISTENT WITH TEACHER AUTONOMY AND CHARTER RIGHTS?","authors":"B. Maxwell","doi":"10.7202/1060858AR","DOIUrl":"https://doi.org/10.7202/1060858AR","url":null,"abstract":"Quebec’s Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers’ legally recognized right to professional autonomy, their constitutional rights to religious freedom and freedom of expression, and the related issue of impartiality as a pedagogical device when teaching about controversial issues. The paper’s brief review of the jurisprudence does not support a decisive answer to the question of whether the legal basis of the impartiality ERC’s impartiality requirement is sound. However, it does reveal that the impartiality requirement is more legally fragile than it might appear at first glance. L’EXIGENCE D’IMPARTIALITY EN ETHIQUE ET CULTURE RELIGIEUSE : EST-ELLE CONFORME A L’AUTOMIE PROFESSIONNELLE DES ENSEIGNANTS ET LES DROITS GARANTIS PAR LA CHARTE? Le programme d’Ethique et culture religieuse (ECR) impose a ceux qui l’enseigne une obligation d’assumer une posture professionnelle empreinte d’impartialite. Cet article propose une analyse de l’encadrement reglementaire entourant cette exigence d’impartialite du point de vue du droit des enseignants quebecois a l’autonomie professionnelle, leur droit constitutionnel a la liberte d’expression et a la liberte religieuse et l’enjeux connexe de l’impartialite enseignante comme un outil pedagogique disponible aux enseignants lorsqu’ils abordent des questions sensibles en classe. L’examen de la jurisprudence propose dans ce texte laisse la question ouverte quant a la validite juridique de l’exigence d’impartialite. Cependant, tout indique que l’encadrement reglementaire lie a l’exigence d’impartialite en ECR comprend de serieuses lacunes.","PeriodicalId":44124,"journal":{"name":"McGill Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44348851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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