Le soutien au développement d’un réseau de soutien professionnel auprès de futurs enseignants du français langue seconde
DOI:
https://doi.org/10.18192/olbij.v14i1.6950Keywords:
initial teacher training program, French as a second language, professional support network, character strengthAbstract
This qualitative case study examines the mobilization of character strengths in a pre-service teacher education program to foster the development of a professional support network for future teachers of French as a second language (FSL). The aim of the study was to examine how three teacher candidates (CAEs) built their professional support networks at university and school when their FSL didactics professor, also their internship mentor, adopted an appreciative advising approach. Reflective journals kept by FSL CAEs during the fall and winter terms, internship reports, e-mails and research notes from conversations were analyzed qualitatively. Results demonstrate the benefits of adopting a strengths-based approach in a teacher education program to foster the development of future FSL teachers’ professional support network, as well as systemic barriers.
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