A retrospective look at an in-service training program in Quebec

Impact and limitations

Abstract

Internationally, there is a shortage of qualified teachers, the underlying causes of which relate not only to professional attrition, but also to changes in labor markets, the profession, and public management, as well as the proliferation and increasing complexity of expectations placed on schools (Dupriez & al., 2023). In Quebec, as the crisis in teacher renewal persists (Mukamurera, Tardif & Borges, 2023; Sirois & Dembélé, 2023), universities have had to respond to political demands by rethinking certain teacher training pathways in order to make programs more flexible (Conseil supérieur de l'éducation, 2023). Work placements then emerged as a possible solution (Quebec Ministry of Education, 2021). Through a research project (Wentzel et al., 2022-2024), a collaborative effort between the university and the professional community made it possible to define and operationalize an in-service training program for student teachers in undergraduate and graduate programs. Now that this project has been completed, we are taking a retrospective look at the program that was developed. Borrowing from the framework of referentialization (Figari, 1994; Figari & Remaud, 2014; Figari & Tourmen, 2006), with a view to professionalizing training (Jorro & Wittorski, 2013; Marcel & al., 2022) and with a focus on continuous improvement and decision-making (Jorro, 2013), this practice narrative presents a critical analysis of the system designed, highlighting its strengths and limitations.