Continuing Education for High School Resource Teachers and Their Sense of Self-efficacy

France Dubé^1, , Nancy Granger¹ and France Dufour¹

¹Specialized Education and Training Department at the University of Quebec at Montreal, Canada

Cite this paper:
France Dubé, Nancy Granger and France Dufour. Continuing Education for High School Resource Teachers and Their Sense of Self-efficacy. American Journal of Educational Research. 2015; 3(6):707-712. doi: 10.12691/education-3-6-7

Abstract

This action-research project was conducted in three Quebec schools and its aim was to support resource teachers that teach high school students at risk and with learning difficulties. All participating resource teachers (N = 29) attended collaborative teachers-researchers meetings focusing on the characteristics and needs of students' with learning difficulties as well as on effective reading and writing strategies and procedures. Additionally, a test on their sense of self-efficacy was administered before and after the training. The paper also describes the mentoring and collaboration processes, the effects they had on actual classroom practices and on resource teachers' sense of self-efficacy. The facilitators and the obstacles encountered will also be presented and a few solutions will be proposed to improve this type of collaboration.

Keywords:
continuing education collaboration high school teaching students with learning difficulties sense of self-efficacy

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Landry, R.,L’unité de l’apprenant et la pédagogie actualisante. Éducationet francophonie, 30 (2). Québec: ACELF, 2002.
[2]	MacKay, W.A.,L’ inclusion scolaire : Étude des services en adaptation scolaire au Nouveau-Brunswick. Halifax: AWM Legal Consulting Inc. 2006.
[3]	Wenger, E., Communities of Practice: Learning, Meaning, and Identity, London: Cambridge University Press, 1998.
[4]	Fullan, M.,The Challenge of Change: Start School Improvement Now! Corwin Press, 2009.
[5]	Leclerc, M., Communauté d’apprentissage professionnelle. Guide à l’intention des leaders scolaires, Québec: Presses de l’Université du Québec, 2012.
[6]	Brodeur, M., Dion, E., Mercier, J., Laplante, L. andBournot-Trites, M., “Amélioration du français: mobiliser les connaissances pour prévenir les difficultés d’apprentissage en lecture,” inÉducation Canada, Numéro thématique sur l’efficacité de l’enseignement, 48(4), 10-13.2008.
[7]	Kratochwill, T.R., Clements, M.A. andKalymon, K.M.,Response to intervention: Conceptual and methodological issues in implementation, In Jimmerson S.R., Burns M.K., VanDerHeyeden A.M., editors, The handbook of response to intervention: The science and practice of assessment and intervention, 25-52, New York: Springer, 2007.
[8]	Bandura, A.,Auto-efficacité. Le sentiment d’efficacité personnelle, Paris: De Boeck, 2e éd. 2007.
[9]	Deaudelin, C., Dussault, M. and Brodeur, M., “L’impact d’une stratégie d’intégration des TIC à l’école primaire chez les enseignants,” inRevue des sciences de l’éducation, 28(1), 391-410. 2002.
[10]	Gaudreau, L., Legault, F., Brodeur, M., Hurteau, M., Dunberry, A., Séguin, S.P., Legendre, R., Rapport d’évaluation de l’application de la Politique de l’adaptation scolaire. Déposé au ministère de l’Éducation, du Loisir et du Sport, Direction de l’Adaptation scolaire. Montreal: UQAM, 2008.
[11]	Ministère de l’Éducation du Québec,Les difficultés d’apprentissage à l’école. Cadre de référence pour guider l’intervention, Gouvernement du Québec, Direction générale desservices à la gestion, Quebec, 2003.
[12]	Giasson, J.,La lecture - Apprentissage et difficultés, Gaëtan Morin éditeur, 2011.
[13]	Tardif, J., Pour un enseignement stratégique, Éditions Logiques, 1992.
[14]	Schoenbach, R., Greenleaf, C., and Murphy, L.,Reading for understanding: How Reading Apprenticeship improves disciplinary learning in secondary and college classrooms. San Francisco: Jossey-Bass, 2012.
[15]	Prud’homme, L., Dolbec, A. and Guay, M.-H.,Le sens construit autour de la différenciation. Éducationetfrancophonie, 39(2), 165-188. 2011.
[16]	Lewis, B. and Maas, S.,QDA Miner 2.0: Mixed-Model Qualitative Data Analysis Software,Field Methods, 19, 87-108. 2007.
[17]	Paillé and Mucchielli, 2005.
[18]	Tschannen-Moran and Woolfolk Hoy, 2001.
[19]	Fournier, E., Novice Elementary Teachers' Perspectives Teaching Mainstreamed Special Needs Students: Implications for Leadership, Preservice Education, and Professional Development, Ed.D., University of Calgary, Canada, 2011.
[20]	Carrington, S. and Robinson, R., “A case study of inclusive school development: A journey of learning,” inInternational Journal of Inclusive Education, 8 (2), 141-153. 2004.
[21]	Carrington, S. and Saggers, B., “Service-learning informing the development of an inclusive ethical framework for beginning teachers,” inTeaching and Teacher Education, 24 (3), 795-806. 2008.
[22]	Gaudreau, N., Royer, É., Beaumont, C. and Frenette, É., “Le sentiment d’efficacité personnelle des enseignants et leurs pratiques de gestion de la classe et des comportements difficiles des élèves.” inRevue canadienne de l’éducation, 35(1) 82-101. 2012.
[23]	Gao, W. and Mager, G., “Enhancing Preservice Teachers' Sense of Efficacy and Attitudes toward School Diversity through Preparation: A Case of One U.S. Inclusive Teacher Education Program,” in International Journal of Special Education, 26 (2), 92-107. 2011.
[24]	Gerson, W. D., Impact of Disability Awareness and Self-Efficacy on Preschool Teachers' Attitudes toward Inclusion in Orthodox Jewish Day Schools,Ed.D., Yeshiva University, United States, New York, 2012.
[25]	Savolainen, H., Engelbrecht, P., Nel, M., and Malinen, O.-P., “Understanding teachers' attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education,” inEuropean Journal of Special Needs Education, 27(1), 51-68. 2012.