Some Effects of the Practicum on the Professional Self-Concept of Student Teachers
Keywords:
student teachers, practicum, teacher education, teaching anxiety, teaching practice, professional developmentAbstract
Les études relatives aux effets des cours pratiques sur les élèves-professeurs ont généralement dégagé un déclin notable dans l’image de soi relative à la profession et certains auteurs ont argué que de tels déclins étaient inévitables. Cette étude examine les effets de trois différentes organisations de cours pratiques sur cette image de soi des élèves-professeurs au cours d’un programme de développement pédagogique à l’Université Simon Fraser. Beaucoup d’élèves suivent ce programme pendant les cours pratiques dont la durée variait de 6 à 13 semaines. On a dégagé que l’image de soi (réelle) tendait à se développer tandis que l’image de soi (idéale) restait identique à elle-même pour deux des trois groupes d’élèves-professeurs. On note cependant une tendance au déclin pour ce qui est de l’image de soi (réelle) dans les premiers stades du cours pratique et à son regain dans les derniers stades. La conclusion montrait que dans des conditions qui faisaient naître un fort soutien de la part des élèves-professeurs, la longueur de la pratique d’enseignement continu est un facteur important qui influence l’effet du cours pratique sur l’image de soi.
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