Abstracts
Abstract
The focus of this article is teacher professional development. The article examines literature related to teacher professional development and methods of measuring its impact. In order to ground the discussion, the article focuses on a case study that captures the perspectives of Ontario secondary school teachers and their administrators as they implement a literacy program targeted at improving student achievement.
Résumé
Les stratégies relatives à la réussite des élèves sont souvent assujetties à la compréhension des liens entre le perfectionnement professionnel des enseignants et le développement de la littératie des élèves. En plus d’examiner la littérature portant sur le perfectionnement professionnel et les mesures relatives à son impact, cet article présente une étude de cas qui relate les représentations des enseignants des écoles secondaires de l’Ontario et des administrateurs scolaires durant le processus de mise en oeuvre d’un programme de littératie visant l’amélioration du rendement des élèves.
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Appendices
Biographical notes
Marjorie J. Hinds is an experienced educator who has worked as a high school teacher, consultant, vice-principal and principal in Newfoundland andLabrador and Ontario, Canada.She has extensive experience as a conference presenter in the areas of action research and teacher professional development. Her research interests include evaluation of teacher professional development, school leadership, school change, and qualitative research methodology.
Marie Josée Berger is both a professor and the dean at theFaculty of Education of the University of Ottawa. In addition to the extensive research she has conducted and to the expert knowledge she has gained in the field of reading, her most recent research focuses on literacy implementation of professional development as well as teaching and evaluation practices in relation to diversity.
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Appendices
Notes biographiques
Marjorie J. Hinds est une enseignante de carrière au secondaire qui a aussi occupé des postes de directrice et directrice adjointe à Terre-Neuve etLabrador et en Ontario, Canada. Elle a présenté à différentes conférences des communications sur des thèmes reliés à la recherche-action et le perfectionnement professionnel des enseignants. Ses intérêts de recherche portent sur l’évaluation du perfectionnement professionnel des enseignants, le leadership académique, le changement dans les écoles, la recherche qualitative.
Marie Josée Berger est doyenne et professeure à la Faculté d’éducation de l’Université d’Ottawa.Son champ de recherche porte particulièrement sur la lecture. Elle se penche dans ses présentes recherches sur la mise en oeuvre de la littératie par le perfectionnement professionnel ainsi que la prise en compte de la diversité dans les pratiques d’enseignement et d’évaluation.