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DÉFIS ET BÉNÉFICES LIÉS À L'ACCOMPAGNEMENT DE NOUVEAUX ENSEIGNANTS ISSUS DE L'IMMIGRATION: LE POINT DE VUE D'ENSEIGNANTS-MENTORS

Abstract : To lessen the difficulties associated with entering the teaching profession, the province of Ontario has doted itself with an induction program whose main component is mentoring (Strong, 2005). Although we know the challenges and benefits related to the role of mentors (Bullough, 2005; Lopez-Real and Kwan, 2005) and the importance played by the mentor preparation and training in the success of mentoring programs (Andrews et Martin, 2003), few studies have focused on understanding these specific topics of this kind of support given to teachers from different cultures. Within an interpretative research, four mentors working in a francophone school board in the Ottawa area have shared their mentoring experience during research interviews. This communication will focus on the challenges and benefits experienced by these mentors who supports new immigrant teachers. Based on these testimonies, possible solutions regarding the preparation and training of these mentors in this kind of intercultural relationship will also be presented.
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https://halshs.archives-ouvertes.fr/halshs-01178785
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Submitted on : Tuesday, July 21, 2015 - 3:26:01 PM
Last modification on : Wednesday, February 3, 2021 - 11:18:01 AM
Long-term archiving on: : Thursday, October 22, 2015 - 10:20:59 AM

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Nathalie Gagnon, France Gravelle, Claire Duchesne. DÉFIS ET BÉNÉFICES LIÉS À L'ACCOMPAGNEMENT DE NOUVEAUX ENSEIGNANTS ISSUS DE L'IMMIGRATION: LE POINT DE VUE D'ENSEIGNANTS-MENTORS. Biennale de l’éducation, de la formation et des pratiques professionnelles, Jun 2015, Paris, France. ⟨halshs-01178785⟩

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