The Process of Accompanying Novice Teachers: Perspectives from Vocational Training Educators

The Process of Accompanying Novice Teachers: Perspectives from Vocational Training Educators

• Annie Dubeau, Université du Québec à Montréal, Canada

• Tommy Collin-Vallée, Université du Québec à Montréal, Canada

• Martine St-Germain, Université du Québec à Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2024.856

Résumé

An action research process was initiated at a vocational training (VT) center in Montreal to develop a support system tailored to the professional integration of novice teachers in a VT context. This article presents the perceptions of seven accompanying teachers who participated in the development of this system regarding the process of supporting novice teachers within their center. The results show that the support of novice teaching staff in VT relies heavily on the initiatives and personal characteristics of both the accompanying teachers and the novice teachers, in the absence of a structured framework conducive to its implementation.

Abstract

An action research process was initiated at a vocational training (VT) center in Montreal to develop a support system tailored to the professional integration of novice teachers in a VT context. This article presents the perceptions of seven accompanying teachers who participated in the development of this system regarding the process of supporting novice teachers within their center. The results show that the support of novice teaching staff in VT relies heavily on the initiatives and personal characteristics of both the accompanying teachers and the novice teachers, in the absence of a structured framework conducive to its implementation.