Partnership and collaboration during the induction. What are the perceptions of beginning teachers?

Author(s):

Marina Sacilotto-VasylenkoLiliane Portelance

Conference:

ECER 2010

Network:

15. Research Partnerships in Education

Format:

Paper

Session Information

15 SES 03,

Paper Session

Time:

2010-08-25

14:00-15:30

Room:

AUDITORIUM XIV, Päärakennus / Main Building

Chair:

Philippe Masson

Contribution

New models of partnership are developed in different countries to support the induction of newly qualified teachers into the profession. They depend on national and local policies, traditions of teacher preparation, status of beginning teachers, etc. The support activities could be organised inside and outside schools by local authorities, teacher training institutions, teacher unions, national agencies, school administrations, experienced teachers. Reviews of the field of teacher research has proved that only “dynamic interaction” between different actors can make a significant difference in implementation of programmes and improve the quality of beginning teachers support in schools (Ling and Mackenzie, 2001). The partnership model for teacher induction into profession could change the culture of educational organisations and might help experienced and novice teachers to participate actively in this crucial stage of teacher career (Portelance L., Mikamurera J., Martineau S., Gervais C, 2008). In this paper we’ll analyse the perceptions of newly qualified teachers of “partnership” and “collaboration” during their first years of independent practice. How do they define collaboration? What do they think about the training activities organised by different partners presented in the induction process? How do they collaborate with their colleagues? What are the obstacles for collaboration?

Method

The comparative research is conducting in France, Canada (Quebec) and Ukraine in order to understand the policies and practices of induction. In this paper we’ll use the results of the study in Quebec (2009). Semi-structured interviews and analysis of official documents were done and permitted to identify three possible types of induction in this decentralised educational system (Sacilotto-Vasylenko, 2009). We’ll focus on the interviews with the beginning teachers who spoke about their participation in those induction programmes and about collaboration with their colleagues at school.

Expected Outcomes

As it was mentioned, we’ll present only the part of the results of our research with focus on collaboration and partnership in different professional and training contexts. That is why we’ll be careful in general conclusions. However, they help us to understand better the induction process and the expectations of beginning teachers regarding collaboration during the first years of teacher career.

References

Ling L.M., Mackenzie N. (2001) The professional development of teachers in Australia, in Killeavy M. (Ed.) Professional development in teacher education, European journal of teacher education, ATEE, v.24, London, Taylor and Francis ltd, 87-99. Portelance L., Mikamurera J., Martineau S., Gervais C. (dir.) (2008) L’insertion dans lemilieu scolaire. Une phase cruciale de développement professionnel de l’enseignant, PUL, Canada. Sacilotto-Vasylenko M. (2009) Improving policy and practice of teacher induction into the profession, Paper for TEPE (Teacher Education Policies in Europe) conference “Quality in teacher education”, University of Umea, Sweden, 18-20 may, http://htk.tlu.ee/tepe/invitation/

Author Information

Marina Sacilotto-Vasylenko

University Paris Ouest Nanterre La Defence

Poissy

Liliane Portelance

Université du Québec à Trois-Rivières

Trois-Rivières

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