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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
