Nault Vol_20
Transcription
Nault Vol_20
INDUCTION, PROFESSIONAL IDENTITY, AND PROFESSIONAL DEVELOPMENT: THREE CLOSELY LINKED CONCEPTS Jean is strolling down the hallway somewhat tentatively; he is looking for room B4-122 where he is scheduled to give his very first course in Quebec and Canadian politics. After having worked as a political attaché for an MNA of the region, Jean decided to reorient his career towards teaching at college, where other family members also worked. A little farther down the hallway, Sophie and Jean cross paths not knowing they share a similar reality: This will be the first course of their college teaching career. Having dreamed, for several years, of becoming a teacher, Sophie has a diploma in English Studies and Higher Education. On her way to her classroom, she is mentally reviewing how she wants her first English course to unfold. Jean and Sophie are two new members of the teaching staff who are in a phase of induction in college teaching. INDUCTION This stage can be defined in different ways depending on our perspective, but also in a context where induction takes place (Nault, 2005). First, let us say that induction can last from one to seven years depending on the teacher. For Weva (1999), induction ends when teachers become adapted to their environment and daily tasks and when they can function fully and efficiently in the school system. GENEVIÈVE NAULT Professor at PERFORMA Université de Sherbrooke According to Nault (1999), it ends when teachers reach a certain level of confidence and competency, a moment often marked by the obtaining of a permanent position. In the eyes of Letven (1992), induction is over when the teacher becomes concerned with improving his practice and increasing his reservoir of teaching strategies. As stated concisely by Vallerand, Martineau and Bergevin (2006), “induction is a threefold process: It is the construction of knowledge, skills and competencies; socialization in the workplace; and identity transformation.” To illustrate the construction of knowledge, skills, and competencies, induction is described as a period of trial and error during which the new teacher develops his “professional self” (Nault, 1999). As concerns socialization at work, it relates to integration into a workplace environment, an organizational culture (Weva, 1999). Finally, identity transformation, which we will emphasize throughout the concept of professional identity, is associated with a transition from student status to teaching professional within a specific domain or discipline (Sophie, for example), or again, from the status of professional in a specific field to teaching professional (Jean, for example). Although it is widely acknowledged that every new teacher undergoes an induction stage, certain authors including Huling-Austin (1990) and Letven (1992) argue that teachers who are in a new position in a new institutional environment are also in an induction stage. According to Gibson and Hunt (1965), there are three categories when referring to new teaching personnel: Teachers who are beginning, those who are continuing, and those who are returning. Based on their individual paths, their induction needs will differ from one category to the next. It is therefore important to identify the designated category properly when developing support measures in order to adequately meet the needs of this new teaching personnel. THE TEACHING PROFESSION TODAY For a number of researchers, induction is one stage of the teacher’s professional development. Interesting concept! Research by Uwamariya and Mukmurera (2005) presents a synthesis of the main concepts of professional development seen from two different perspectives: a development perspective and a viewpoint centered on professionalism. The development perspective encompasses the definitions of professional development that characterize the concept in terms of its stages. Although there are minor differences between researchers, they generally agree on the survival stage, the consolidation stage, the diversification or renewal stage and the maturity stage, also called the professional radiance stage. It all ends with the disengagement stage, that is, retirement (Katz, 1972; Huberman, 1989; Nault, 1999; Lauzon, 2002). In this sense, one definition of professional development from a developmental perspective could be: “The way that teachers develop within current social and personal circumstances of their life and their experiences within existing educational cultures and contexts” (Raymond, Butt and Townsend, 1992, p. 143). HIVER 2007 VOL. 20 NO 2 PÉDAGOGIE COLLÉGIALE 1 For its part, as regards the perspective centered on professionalism, professional development is perceived as a dynamic learning process in which a teacher embarks, alone or with other colleagues, on a quest to acquire greater mastery or understanding (Duke, 1990). In this sense, professional development is not the result of numerous years of teaching (Dean, 1991); changes in a teacher’s practice are observable following a diversity of learning forms. According to Zuzovsky (2001), professional development can take place through the acquisition of new skills and knowledge (continuing education, for instance), or it may rest on a reflection on teaching practices, a point of view that is consistent with the works of Schön (1994). This reflection on practices can be done individually, although Zola (1992) considers that the teacher develops himself more through reflective exchanges on professional practices with colleagues. The richness of the point of view of others provides the teacher with opportunities to broaden his horizons and, eventually, modify his own practices. In addition, exchanges alleviate the isolation felt by teachers, from a perspective of mutual professional development (Nias, 1998). Barbier and Demailly (1994, p. 65) propose a definition of professional development that summarizes the perspective centered on professionalism nicely: “A process of individual and collective transformations of competencies and identity components that are mobilized or likely to be mobilized, in professional situations’’. • Affiliation I share common interests with those who occupy the same position as me; • Belonging I see myself as a member of a professional body and I am recognized as such by my peers; • ‘Identisation’ In spite of commonalities, I am distinguishable from others, I distance myself from others; • Identification I identify with others; • Closeness I can relate to my resemblances with others; [...] professional development can take place through the acquisition of new skills and knowledge (continuing education, for instance), or it may rest on a reflection on teaching practices, [...]. THE TEACHING PROFESSION TODAY As underscored by Raymond (2001, p. 23), new college teachers must make the “transition from their professional identity as specialists (disciplinary or professional) to their identity as educators”. For instance in Jean’s case, the transition corresponds to the change in status from political attaché to political science teacher. In the past, the definition of professional identity was based on professional status, characterized by stability over time and the object of a consensus. To illustrate this point of view, Baillauquès (1990) considers that professional identity is associated to an individual’s social and professional role, i.e., the way he presents himself in society (“I am a Science teacher” or “I am a political attaché”). Today, given the many changes with which the teaching profession is confronted, among other things, the teacher’s professional identity is also raising questions. An identity is transformed when in interaction with others and this in turn activates psychological processes that bring about the creation of a professional identity (Martineau, Breton and Presseau, 2005, p. 191). (See the following box) To develop a professional identity, we must make room for exchange sessions with other players in order to activate the constructive process. 2 PÉDAGOGIE COLLÉGIALE VOL. 20 NO 2 HIVER 2007 • Congruity I maintain my self-image. CONCLUSION In conclusion, we have attempted to define three concepts that are closely related: induction, professional development, and professional identity. These notions can have an influence on one another. For instance, a harmonious induction constitutes a solid basis for developing a professional teaching identity, which in turn can promote a teacher’s commitment to his professional development. A variety of learning that takes place within the scope of professional development activities can also contribute to the consolidation of a teacher’s professional identity. The personal and professional journeys of a teacher can provide links between these concepts that play out differently. We see Jean as a political attaché who comes from a family of teachers. In discussions with family members, he forged a mental representation of the teaching profession. Can exchanges of this nature be considered the beginning of induction? Looking at Sophie, we believe she began the development of her professional persona when she was enrolled in the micro teaching program in higher education, which in turn, may have caused her to reflect on her professional role as a teacher, her values, the vision she has of her work. This developing professional identity is confronted in situations of induction, where Sophie confronts her self-image as a teacher to those of other teachers. Depending on the induction context, she runs the risk of seeing her commitment to professional development influenced. Regardless of the itinerary, we should never lose sight of the importance of induction for the evolution of a teacher’s professional identity and development. It is all the more crucial in the case of teachers like Jean who do not have specific teacher training. Here, induction is twofold: It presupposes an identity transformation coupled with integration into a new organization. Colleagues who can equip themselves with structured mentoring programs or induction modules that provide coaching in teaching, may contribute to accelerating the creation of a strong professional identity among teachers. DUKE, D. L., « Setting Goals for Professional Development », Educational Leadership, vol. 47, n o 8, 1990, p. 71-75. GIBSON, R. O. and H. C. HUNT, The School Personnel Administrator, Boston, Houghton Mifflin Company, 1965. GOHIER, C., M. ANADÓN, Y. BOUCHARD, B. CHARBONNEAU and J. CHEVRIER, « La construction identitaire de l’enseignant sur le plan professionnel : un processus dynamique et interactif », Revue des sciences de l’éducation, vol. XXVII, n o 1, 2001, p. 3-32. HUBERMAN, M., La vie des enseignants, évolution et bilan d’une profession, Paris, Delachaux et Niestlé, 1989. HULING-AUSTIN, L., « Teacher Induction Programs and Internships », in R. Houston, M. Hamerman and J. Sikula (dir.), Handbook of Research on Teacher Education, New York, Macmillan, 1990, p. 535-548. KATZ, L. G., « Developmental Stages of Preschool Teachers », Elementary School Journal, vol. 73, n o 10, 1972, p. 50-54. LAUZON, M., L’apprentissage de l’enseignement au collégial : une construction personnelle et sociale, PAREA Research report, Montréal, Collège Maisonneuve, 2002. LETVEN, E., « Induction », in R. Fessler and J. Christensen (dir.), The Teacher Career Cycle, Boston, Allyn and Bacon, 1992, p. 59-86. MARTINEAU, S., N. BRETON and A. PRESSEAU, « Restructuration de l’identité professionnelle d’enseignants en contexte particulier d’intervention auprès d’une population étudiante en difficulté », in C. Gervais and L. Portelance (dir.), Des savoirs au cœur de la profession enseignante. Contextes de construction et modalités de partage, Sherbrooke, Éditions du CRP, 2005, p. 187-205. NAULT, G., Étude du fonctionnement et du potentiel d’une communauté de pratique en ligne pour le développement professionnel d’enseignants novices, doctoral thesis, Montréal, Université du Québec à Montréal, 2005. NAULT, T., « Éclosion d’un moi professionnel personnalisé », in J.-C. Hétu, M. Lavoie and S. Baillauquès (dir.), Jeunes enseignants et insertion professionnelle, Bruxelles, De Boeck, 1999, p. 139-159. NIAS, J., « Why Teachers Need their Colleagues : a Developmental Perspective », in A. Hargreaves, A. Lieberman, M. Fullan and D. Hopkins (dir.), International Handbook of Educational Change, Dordrecht, Kluwer Academic Publishers, 1998, p. 1257-1271. RAYMOND, D., « Processus et programmes d’insertion professionnelle des enseignants au collégial », Pédagogie collégiale, vol. 14, n o 3, 2001, p. 22-27. RAYMOND, D., R. L. BUTT and D. TOWNSEND, « Contexts for Teacher Development : Insights from Teachers’ Stories », in A. Hargreaves and M. Fullan (dir.), Understanding Teacher Development, New York, Teachers College Press, 1992, p. 143-161. RIOPEL, M.-C., Apprendre à enseigner : une identité professionnelle à développer, Québec, Presses de l’Université Laval, 2006. SCHÖN, D. A., Le praticien réflexif : à la recherche du savoir caché dans l’agir professionnel, Montréal, Éditions Logiques, 1994. TAP, P., « L’identification est-elle une aliénation de l’identité ? », in P. Tap (dir.), Identité individuelle et personnalisation, Toulouse, Privat, 1980, p. 237–250. BIBLIOGRAPHY UWAMARIYA, A. and J. 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DEAN, J., Professional Development in School, Buckingham, Open University Press, 1991. ZOLA, M., « Converser entre enseignants et naître sur le plan de la pratique professionnelle », in P. Holborn, M. Wideen and I. Andrews (dir.), Devenir enseignant : d'une expérience de survie à la maîtrise d'une pratique professionnelle, tome 2, Montréal, Les Éditions Logiques, 1998, p. 153-164. HIVER 2007 VOL. 20 NO 2 PÉDAGOGIE COLLÉGIALE 3 ZUSOVSKY, R., « Teachers’ Professional Development : an Israeli Perspective », European Journal of Teacher Education, vol. 24, n o 2, 2001, p. 133-142. Professor at the départment de pédagogie of Université de Sherbrooke, Geneviève NAULT works under the PERFORMA umbrella. Her interest in research relates to induction and the professional development of teachers as well as the integration of information and communication technologies (ICT) in higher education, in particular with educational support services and on-line training. She is a member of Groupe de recherche-action (GRA) of PERFORMA and an associate member at Centre d'études et de recherche en enseignement supérieur (CERES) at Université de Sherbrooke. [email protected] 4 PÉDAGOGIE COLLÉGIALE VOL. 20 NO 2 HIVER 2007