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.v14i1.6950Mots-clés :
programme de formation initiale en enseignement, français langue seconde, réseau de soutien professionnel, force de caractèreRésumé
Cette étude de cas qualitative porte sur la mobilisation des forces de caractère dans un programme de formation initiale en enseignement afin de favoriser le développement d’un réseau de soutien professionnel de futurs enseignants de français langue seconde (FLS). L’étude visait à examiner la façon dont trois candidats à l’enseignement (CAE) construisaient leur réseau professionnel de soutien quand leur professeur de didactique du FLS, aussi leur mentor de stage, adoptait une approche de conseils appréciatifs. Le journal de réflexion tenu par les CAE du FLS pendant les trimestres d’automne et d’hiver, les rapports de stage, les courriels et les notes de recherche tenues lors de conversations entre le CAE, leur mentor de stage/professeurs ont fait l’objet d’une analyse qualitative. Les résultats démontrent les avantages d’adopter une approche fondée sur les forces dans un programme de formation en enseignement pour favoriser le développement du réseau de soutien professionnel des futurs enseignants du FLS ainsi que les obstacles systémiques.
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