Gaining Professional Grounding Through Pedagogical Induction

AQPC Symposium

June 8, 2011

Normand Bourgeois

Gaining Professional Grounding

Through Pedagogical Induction

Outline

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1. Introduction

2. The Professional Grounding Inventory

3. The Professional Grounding Inventory of IPPICT Program

Participants

4. Conclusion

1. Introduction

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The IPPICT Program

Questions about the impact of the induction program

A Story to Tell

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An objective perspective

The professional grounding of participants in the 2010 –

2011 IPPICT program

19 teachers

3 groups

3 Anglophone colleges

A definition

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Professional grounding is founded upon knowledge,

perceptions, representations or projects that contribute to

the development of a teacher’s professional practice.

2. The Professional Grounding Inventory

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The inventory was taken in the context of

a module

within the IPPICT program

aimed at facilitating the integration of learning

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

3. The Professional Grounding of IPPICT Programme

Participants

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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

3.1 Professional Grounding Inventory

Rate of participation 2010 - 2011

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A high rate of participation

90% for the 3 colleges

3.2 Professional Grounding Inventory

Global Appreciation of the Programme

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The programme is perceived as being beneficial

100 % of participants state that the program is beneficial

9 agree

10 totally agree

3.3 Professional Grounding Inventory

Presence of Meaningful Learning

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There is meaningful learning taking place

A questionnaire (Meaningful Learning Inventory)

Everyone in the programme

The Most Meaningful Learning

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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

3.4 Professional Grounding Inventory

Representation of the Professional Teacher

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Collective mental maps of the professional teacher

Definition

Construction Process

Collective Mental Map: Heritage

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Collective Mental Map: Lennoxville

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Analysis of Mental Maps

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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

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

Analysis of Mental Maps:

Descriptors and the Pedagogical Triangle (2)

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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)

Analysis of Mental Maps:

Descriptors and the Pedagogical Triangle (3)

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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

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)

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

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

Individual Mental Maps (1)

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UNWAVERING

SHAPING-UP

Individual Mental Maps (2)

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PLAN

DO

REVIEW

Individual Mental Maps (3)

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WHY I FIND TEACHING

SO INTERESTING

Individual Mental Maps (4)

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ROADMAP

TOWARDS EXCELLENCE

IN TEACHING

Individual Mental Maps (5)

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CEGEP TEACHER 2.0

NEW AND IMPROVED

Individual Mental Maps (6)

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MAESTRO IS MY HERO

Individual Mental Maps (7)

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READY TO IMPROVISE

Individual Mental Maps (8)

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CARE BEAR

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)

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)

Professional Grounding Inventory

An influence on teaching practice (2)

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Second observation

The programme as a whole influenced the teaching practice of

participants

100% of the participants agreed

(9 totally agree)

(10 agree)

3.7 Professional Grounding Inventory and the pedagogical

triangle: Analysis of the PD priority (1)

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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.

Professional Grounding Inventory and the pedagogical

triangle: Analysis of the PD priority (2)

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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)

Professional Grounding Inventory and the pedagogical

triangle: Analysis of the PD priority (3)

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Professional development projects that refer to the

relationship between teachers and competencies or

knowledge

No occurrence

Very interesting

Professional Grounding Inventory and the pedagogical

triangle: Analysis of the PD priority (4)

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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)

4. Conclusion

Professional Grounding Inventory (1)

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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

Conclusion

Professional Grounding Inventory (2)

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About the professional grounding inventory of

IPPICT programme participants

The programme efficiently supports the construction of

professional grounding

Conclusion

Professional grounding: What is at stake? (1)

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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.

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.

Conclusion

Professional grounding: What is at stake? (3)

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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

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)

THANK YOU

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To the MELS and to l’Entente Canada – Québec

To Champlain Regional College

To Champlain – St. Lawrence

To Champlain – Lennoxville

To Heritage College

normandbourgeois@videotron.ca