gaining professional grounding through pedagogical induction
TRANSCRIPT
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AQPC Symposium
June 8, 2011
Normand Bourgeois
Gaining Professional Grounding
Through Pedagogical Induction
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Outline
2011-06-07Normand Bourgeois2
1. Introduction
2. The Professional Grounding Inventory
3. The Professional Grounding Inventory of IPPICT Program
Participants
4. Conclusion
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1. Introduction
2011-06-07Normand Bourgeois3
The IPPICT Program
Questions about the impact of the induction program
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A Story to Tell
2011-06-07Normand Bourgeois4
An objective perspective
The professional grounding of participants in the 2010 –
2011 IPPICT program
19 teachers
3 groups
3 Anglophone colleges
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A definition
2011-06-07Normand Bourgeois5
Professional grounding is founded upon knowledge,
perceptions, representations or projects that contribute to
the development of a teacher’s professional practice.
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2. The Professional Grounding Inventory
2011-06-07Normand Bourgeois6
The inventory was taken in the context of
a module
within the IPPICT program
aimed at facilitating the integration of learning
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Key Role of Mental Maps in the Construction of
Professional Grounding
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1
• Professional Grounding Developped during the Programme
• Meaningful learning, value of the progamme and its influence on teaching practice
2
• Professional Grounding established during the integrativeactivity
• Mental Maps of the professional and of oneself as a professional
3• Professional Grounding to be developed
• A priority for professional development
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3. The Professional Grounding of IPPICT Programme
Participants
2011-06-07Normand Bourgeois8
Data collected through the inventory
1. Rate of participation
2. Global satisfaction with the programme
3. Presence of meaningful learning
4. Representation of the professional teacher
5. Representation of oneself in terms of the professional
teacher
6. Influence on teaching practice
7. Professional Development Project
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3.1 Professional Grounding Inventory
Rate of participation 2010 - 2011
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A high rate of participation
90% for the 3 colleges
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3.2 Professional Grounding Inventory
Global Appreciation of the Programme
2011-06-07Normand Bourgeois10
The programme is perceived as being beneficial
100 % of participants state that the program is beneficial
9 agree
10 totally agree
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3.3 Professional Grounding Inventory
Presence of Meaningful Learning
2011-06-07Normand Bourgeois11
There is meaningful learning taking place
A questionnaire (Meaningful Learning Inventory)
Everyone in the programme
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The Most Meaningful Learning
2011-06-07Normand Bourgeois12
The PedagogicalTriangle
The Meaning and Importance of Big Ideas
Memory Teaching Stategies and Learning
Troublesome Student Behaviors
Assessment Inventory
Formative versus Summative Evaluation
Bloom`s Taxonomy and the correct level of abstraction for assessments
The Millenials or the Net Generation and learning
Teaching Practices and the engagement of students in theirlearning
The Learning Paradigm versus the Normative Paradigm
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3.4 Professional Grounding Inventory
Representation of the Professional Teacher
2011-06-07Normand Bourgeois13
Collective mental maps of the professional teacher
Definition
Construction Process
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Collective Mental Map: Heritage
2011-06-07Normand Bourgeois14
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Collective Mental Map: Lennoxville
2011-06-07Normand Bourgeois15
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Analysis of Mental Maps
2011-06-07Normand Bourgeois16
The pedagogical triangle
The teacher – student relationship
The relationship between the student and competencies or
knowledge
The relationship between the teacher and competencies or
knowledge
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Analysis of Mental Maps:
Descriptors and the Pedagogical Triangle (1)
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The teacher – student relationship
18 descriptors of the professional teacher Have interpersonal skills (5)
Manage classroom dynamics (2)
Be a guide or a model (2)
Like to share
Be trustworthy
Be open minded
Be committed
Be caring
Have drive
Be passionate
Be flexible
Be responsible
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Analysis of Mental Maps:
Descriptors and the Pedagogical Triangle (2)
2011-06-07Normand Bourgeois18
The relationship between students and competencies or
knowledge
4 descriptors of the professional teacher
Develop student competencies
Motivate students to learn
Evaluate student learning (2)
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Analysis of Mental Maps:
Descriptors and the Pedagogical Triangle (3)
2011-06-07Normand Bourgeois19
The relationship between teachers and competencies or
knowledge
4 descriptors of the professional teacher
Follow program and course objectives
Be an Expert
Be well informed
Make reference to reality and to the workplace in one’s teaching
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Analysis of Mental Maps :
Other descriptors (1)
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Engagement in professional development
6 descriptors of the professional teacher
Have a tool box
Reflect upon one’s teaching practice (2)
Analyse the educational process
Engage in lifelong learning (2)
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Analysis of Mental Maps :
Other descriptors (2)
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Other descriptors of the professional teacher
Have a vocation
Be a teamworker
Be experienced
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3.5 Professional Grounding Inventory
Representation of self as a professional teacher
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Mental maps of self as a teacher
Self-definition
Construction process : a series of superimposed acetates
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Individual Mental Maps (1)
2011-06-07Normand Bourgeois23
UNWAVERING
SHAPING-UP
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Individual Mental Maps (2)
2011-06-07Normand Bourgeois24
PLAN
DO
REVIEW
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Individual Mental Maps (3)
2011-06-07Normand Bourgeois25
WHY I FIND TEACHING
SO INTERESTING
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Individual Mental Maps (4)
2011-06-07Normand Bourgeois26
ROADMAP
TOWARDS EXCELLENCE
IN TEACHING
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Individual Mental Maps (5)
2011-06-07Normand Bourgeois27
CEGEP TEACHER 2.0
NEW AND IMPROVED
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Individual Mental Maps (6)
2011-06-07Normand Bourgeois28
MAESTRO IS MY HERO
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Individual Mental Maps (7)
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READY TO IMPROVISE
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Individual Mental Maps (8)
2011-06-07Normand Bourgeois30
CARE BEAR
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Observations on the mental maps of
IPPICT programme participants
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A snap-shot
A meaningful self-expression
A decision-making process leading to choosing a PD priority
(discussed in point 3.7)
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3.6 Professional Grounding Inventory
An influence on teaching practice ( 1)
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First data collection
The meaningful learning that was earmarked as the two most
important, exercised an influence on the participants’ teaching
practice
100 % of the participants agreed that this was the case
(the influence was considered to be major in 23 instances)
(the influence was considered to be minor in15 instances)
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Professional Grounding Inventory
An influence on teaching practice (2)
2011-06-07Normand Bourgeois33
Second observation
The programme as a whole influenced the teaching practice of
participants
100% of the participants agreed
(9 totally agree)
(10 agree)
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3.7 Professional Grounding Inventory and the pedagogical
triangle: Analysis of the PD priority (1)
2011-06-07Normand Bourgeois34
Professional development projects that refer to the teacher –
student relationship
Teaching strategies* (3 participants)
Managing group dynamics (3 participants)
`Chef d’orchestre`(2 participants)
* This descriptor was not part of the collective mental maps. It was nevertheless chosen by three
participants as their PD priority.
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Professional Grounding Inventory and the pedagogical
triangle: Analysis of the PD priority (2)
2011-06-07Normand Bourgeois35
Professional development projects that refer to the
relationship between students and competencies or
knowledge
Develop student competencies (2 participants)
Motivate students to learn (2 participants)
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Professional Grounding Inventory and the pedagogical
triangle: Analysis of the PD priority (3)
2011-06-07Normand Bourgeois36
Professional development projects that refer to the
relationship between teachers and competencies or
knowledge
No occurrence
Very interesting
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Professional Grounding Inventory and the pedagogical
triangle: Analysis of the PD priority (4)
2011-06-07Normand Bourgeois37
Professional development projects that signal the importance
of professional development
Have a toolbox and engage in lifelong learning (5 participants)
Reflect upon one’s teaching practice (2 participants)
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4. Conclusion
Professional Grounding Inventory (1)
2011-06-07Normand Bourgeois38
About the professional grounding inventory
It is comprised of a series of activities aimed at
The objectification of professional grounding
The construction of professional grounding
Data collection related to professional grounding
It is simple to take and practical
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Conclusion
Professional Grounding Inventory (2)
2011-06-07Normand Bourgeois39
About the professional grounding inventory of
IPPICT programme participants
The programme efficiently supports the construction of
professional grounding
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Conclusion
Professional grounding: What is at stake? (1)
2011-06-07Normand Bourgeois40
Identity and professional competencies
The findings from the professional grounding inventory indicate
that a professional identity is under development.
The reported change in teaching practices are in line with the
competencies of the professional teacher.
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Conclusion
Professional grounding: What is at stake? (2)
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The profession and professional development
A PD priority was formulated by everyone
A seed was planted. It must be nurtured.
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Conclusion
Professional grounding: What is at stake? (3)
2011-06-07Normand Bourgeois42
The college and the network
Professional grounding fosters an open mind toward innovation
and contributes to the pedagogical vitality of the college and of
the network.
Therefore, colleges should
Promote pedagogical induction programs
Support teachers who have completed a pedagogical induction program
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IPPICT Project: 2011 - 2012
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Work to be completed
Heritage College
Experimentation with the professional grounding inventory
Support for participants who have completed the IPPICT
programme through collaboration with Julie Lefebvre (UQAM)
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THANK YOU
2011-06-07Normand Bourgeois 44
To the MELS and to l’Entente Canada – Québec
To Champlain Regional College
To Champlain – St. Lawrence
To Champlain – Lennoxville
To Heritage College