Résumés
Abstract
Preservice teacher-candidates enrolled in teacher education programs across Canada are exposed to the nuances of school organization during their practice-teaching assignments. Although the literature is full of scholarship about the concerns of new teachers, less attention has been given to school organizational factors as sources of dissonance for new teachers and preservice teacher education candidates. This study employed quantitative and qualitative methods to determine the effect of the practicum experience on prospective teachers’ beliefs about school organization in Ontario. The fundamental finding of the study was that participants’ experiences during their teaching-practicum assignments had a significantly negative effect upon their beliefs about school organization.
Résumé
Les candidats à l’enseignement inscrits au sein des programmes d’éducation des maîtres à travers le Canada sont exposés à la réalité de l’organisation scolaire au cours de leurs expériences pratiques d’enseignement. Or, si la littérature soulève abondamment les inquiétudes des nouveaux enseignants, peu d’attention a été accordée aux facteurs de l’organisation scolaire comme sources de dissonance pour les nouveaux enseignants et les candidats à la profession enseignante. En ce sens, cette étude utilise des méthodes quantitatives et qualitatives pour déterminer les effets des stages sur les croyances des aspirants enseignants relativement à l’organisation scolaire en Ontario. La conclusion fondamentale de cette étude est que les expériences des aspirants enseignants durant leurs travaux pratiques ont des effets significativement négatifs sur leurs croyances concernant l’organisation scolaire.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
References
- Aldrich, H. E., & Ruef, M. (2006). Organizations evolving. Thousand Oaks, CA: Sage.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
- Blanchard, K. (1990). Situational leadership and the stages of group development. Escondido, CA: Training and Development.
- Bransford, J., Darling-Hammond, L., & LePage, S. (2005). Introduction. In L. Darling-Hammond & J. Bransford, (Eds.), Preparing teachers for a changing World: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
- Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751 – 781.
- Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-8.
- Cherubini, L. (2006). The emergence of the basic social psychological process: Implications for teacher induction practices. American Association of Behavioral and Social Sciences Journal, 10, 20-33.
- Cherubini, L. (2007). Un impianto originale per un progetto di grounded theory: Una riflessione critica. Encyclopaideia, 21, 101-118.
- Chubbuck, S. M., Clift, R. T., Allard, J., & Quinlan, J. (2001). Playing it safe as a novice teacher: Implications for programs for new teachers. Journal of Teacher Education, 52(5), 365-376.
- Cole, A., & Knowles, G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Toronto, ON: Allyn and Bacon.
- Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
- Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.
- Darling-Hammond, L. (2005). Prepping our teachers for teaching as a profession. The Education Digest, 71(4), 22– 27.
- Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42).
- Elliot, J. (2005). Using narrative in social research: Qualitative and quantitative approaches. London: Sage.
- Fineman, S., Sims, D., & Gabriel, Y. (2006). Organizing and organizations. Thousand Oaks, CA: Sage.
- Fullan M. (2002). The role of the district: Professional development and district reform. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April.
- Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. California: The Sociology Press.
- Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs. forcing. Mill Valley, CA: Sociology Press.
- Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
- Gottfredson, G., Gottfredson, D., Payne, A. A., & Gottfredson, N. (2003). School climate predictors of school disorder: Results from the National Study of Delinquency Prevention in Schools. (manuscript under review).
- Guillaume, A., & Rudney, G. (1993). Student teachers’ growth toward independence: An analysis of their changing concerns. Teaching and Teacher Education, 9(1), 65-80.
- Hansen, W. E., Creswell, J. W., Plano Clark, V. L., Petska, K. P., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52(2), 224-235.
- Hara, N. (2001). Formal and informal learning: Incorporating communities of practice into professional development. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA, April.
- Haydn, T. (2001). From a very peculiar department to a very successful school: Transference issues arising out of a study of an improving school. School Leadership and Management, 21(4), 415-439.
- Imants, J. (2002). The counterproductive effects of a national reform initiative: Reflections from organizational theory. School Effectiveness and School Improvement, 13(1), 31-61.
- Johnson, P. E. (2005). Organizational justice, language and the sexually specific subject. Gender Issues in Leadership, 33(2), 60-68.
- Johnson, D. W., & Johnson, R. T. (1998). Learning together and alone: Cooperative, competitive and individualistic learning (5th edn). Boston, MA: Allyn and Bacon.
- Kelchtermans, G., & Ballet, K. (2002). The micro politics of teacher induction. Teaching and Teacher Education, 18, 105-120.
- Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996-2005. Leadership and Policy in Schools, 4(17), 177-199.
- Lee, V. E., Bryk, A. S., & Smith, J. B. (1993). The organization of effective secondary schools. In L. Darling-Hammond (Ed.), Review of Research in Education, 19, 171-267. Washington, DC: American Education Research Association.
- Lieberman, A. (1996). Creating intentional learning communities. Educational Leadership, 54(3), 51–55.
- Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
- Lipshitz, R., Friedman, V. J., & Popper, M. (2007). Demystifying organizational learning. Thousand Oaks, CA: Sage.
- Marshall, J. C., Pritchard, R. J., & Gunderson, B. H. (2004). The relation among school district health, total quality principles for school organization and student achievement. School Leadership & Management, 24(2), 175-190.
- Martin, M., & Rippon, J. (2003). Teacher induction: Personal intelligence and the mentoring relationship. Journal of In-Service Education, 29(1), 141-162.
- Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA; Sage.
- Menon, M. E., & Christou, C. (2002). Perceptions of future and current teachers on the organization of elementary schools: A dissonance approach to the investigation of job satisfaction. Educational Research, 44(1), 97-110.
- Morenoff, J. D., Sampson, R. J., & Raudenbush, S.W . (2001). Neighbor inequality, collective efficacy, and the spatial dynamics of urban violence. Criminology, 39(3), 517-560.
- Morgan, G. (2006). Images of organization. Thousand Oaks, CA: Sage.
- Murmane, R. J., Singer, J. D., Willet, J. B., Kemple, J. J., & Olsen, R. J. (1991). Who will teach? Politics that matter. Cambridge, MA: Harvard University Press.
- Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. Research in the Schools, 13(1), 48-63.
- Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007). Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods analysis. American Educational Research Journal, 44(1), 113-160.
- Oplatka, I. (2004). The characteristics of the school organization and the constraints on market ideology in education: An institutional view. Journal of Education Policy, 19(2), 143-161.
- Osterman, K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
- Payne, A. A., Gottfredson, D. C., & Gottfredson, G. D. (2003). Schools as communities: The relationships among communal school organization, student bonding, and school disorder. Criminology, 41(3), 749-777.
- Rippon, J. H., & Martin, M. (2006). What makes a good induction supporter? Teaching and Teacher Education, 22, 84-99.
- Rowan, J. (2004). Humanistic management: A guide to humanistic psychology. www.ahpweb.org/rowan_bibliography/chapter18.html.
- Rowan, B. & Miskel, C. G. (1999). Institutional theory and the study of educational organizations. In J. Murphy & K. Seashore-Louis (Eds.), Handbook of research on educational administration (pp. 359-384). San Francisco, CA: Jossey-Bass.
- Spindler, J., & Biott, C. (2000). Target setting in the induction on newly qualified teachers: Emerging colleagueship in a context of performance management. Educational Research, 42(3), 275-285.
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
- Tashakkori, A., & Teddlie, C. (Eds.). (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage.
- Tashakkori, A., & Teddlie, C. (2006). Validity issues in mixed methods research: Calling for an integrative framework. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
- Turner-Bisset, R. (2001). Expert teaching: Knowledge and pedagogy to lead the profession. London: David Fulton Publishers.
- Welsh, W. (2000). The effects of school climate on school disorder. Annals of AAPSS, 567, 88-107.
- Young, I. M. (2000). Inclusion and democracy. Oxford: Oxford University Press.
- Young, J., & Levin, B. (1998). Understanding Canadian schools. Toronto, ON: Harcourt Brace.
- Yu, H., Leithwood, K., & Jantzi, D. (2002). The effects of transformational leadership on teachers’ commitment to change in Hong Kong. Journal of Educational Administration, 40(4), 368-389.
- Zhu, E., & Baylen, D. M. (2005). From learning community to community learning: Pedagogy, technology and interactivity. Educational Media International, 42(3), 251-268.