Les programmes d’insertion professionnelle pour les enseignants débutants au Québec : mesures offertes et retombées perçues
In order to facilitate socialization of new teachers and avoid early career attrition, schools and education systems around the world offer induction programs. The purpose of this article is to examine the supports offered to early career teachers [ECTs] and the perceived benefits of induction programs in the province of Quebec. The data are derived from a survey (n = 101) and semi-structured interviews (n = 15) with ECTs who participated in the induction programs. The results highlighted the variety of supports during the early career teaching and their positive psychological, professional, and ecological impacts on beginning teachers. However, the level of satisfaction among beginning teachers was found to be somewhat uneven. Negative experiences related in particular to the relevance of the support provided to teachers, their interaction with professional tasks, perceived overload, and the resulting feelings of stress. In short, the provision of induction programs requires discernment in order to increase their quality, accessibility, and efficiency, while minimizing the potential adverse effects for ECTs.
Keywords: teacher induction, induction programs, teacher support, effects, typology, beginning teachers, Quebec
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