Four research questions guide our program.
Question 1. Who are
the current teaching agents in Canada and what are their working
To answer this question, we are building a consistent and valid
statistical database that will reveal the sociomorphological structure
of the teaching personnel in Canada and their work conditions. This
database is being built using existing databases (Project 1) and
the production of new data gathered from teachers and school administrators
(Project 3). As much as a possible, the data gathered will cover
the period from 1990 to the present.
Question 2. How do
the policies and educational reforms affect the work performance
of school personnel within the establishments?
To answer this question, we will document the representations and
attitudes of the school personnel and their diverse reasons for
action (adaptation, appropriation, avoidance, resistance, etc.)
in the face of the changes brought on by reforms and policies within
the establishments. This questions will be approached in three ways:
through the analysis of documentation on policies and reforms (Project
2), national surveys by questionnaires (Project 3) and longitudinal
follow-up via qualitative interviews and questionnaires of teachers
and school administrators (Project 4). We are interested in three
(a) the impact of budget cuts
and standardization on the work of school personnel;
(b) the question of decentralization
and the new work dynamics which ensue within establishments;
(c) the position of teachers
and school administrators in terms of the new educational policies
and ideologies (evaluation, competition, accountability, etc.).
Question 3. How do
teachers and school administrators currently define their knowledge
and competencies with regard to their profession and daily work?
This question directly links our program to teacher training, the
nature of teachers’ knowledge and professional competencies,
the knowledge base and the types of knowledge needed in practice.
It also addresses the issue of the professionalization of teaching
in Canada and the reforms to teacher training with all that implies.
We will be documenting and clarifying the positions, the representations
and the teaching practices (Project 3, Project 4) in terms of professionalization
as well as issues such as training and their conception of the knowledge
and competencies that form the foundation of their work.
Question 4. What are
the professional practices of teachers and school administrators
in the context of their daily interactions with the students, and
how do they perceive what they do?
This question allows us to tie the analysis of changes to the actual
study of professional practices. We are investigating the practices
and pedagogical conceptions of teachers (Project 3, Project 4) and
school principals in terms of the following phenomena:
(a) the growing diversification
of students within an establishment and its impact on pedagogical
(b) professional collaboration
and the creation of learning communities;
(c) the representations of
and teaching practices linked to the curriculum and school subjects.
Through the study of these phenomena, we seek to understand how the
changes that currently affect the education world concretely fit in
with the conceptions and pedagogical practices of teachers and school