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Title: Why are new French immersion and French as a second language teachers leaving the profession? Results of a Canada-wide survey
Authors: Karsenti, Thierry
Collin, Simon
Villeneuve, Stéphane
Dumouchel, Gabriel
Roy, Normand
Keywords: New French immersion teachers
French as a second language teachers
Retention
Issue Date: 2008-11
Publisher: Canadian Association of Immersion Teachers
Citation: Karsenti, T., Collin, S., Villeneuve, S., Dumouchel, G., & Roy, N. (2008). Why are new French immersion and French as a second language teachers leaving the profession? Results of a Canada-wide survey. Ottawa, ON: Canadian Association of Immersion Teachers.
Series/Report no.: Rapports de recherche du CRIFPE;
Abstract: Although several provinces have complained about the shortage of French immersion and French as a second language (FSL) teachers, many are also wondering why so many teachers are leaving the profession in the first few years. Ingersoll (2001), who calls this attrition a “revolving door,” was one of the first to blame the teacher shortage on the departure of new teachers and not just the retirement of veterans. Borman and Dowling (2008) present a highly interesting historical overview of perspectives on this phenomenon, which particularly affects new teachers. What’s going on? Are they badly prepared? Are the students too difficult? Has teaching French become such a demanding and time-consuming job that so many are deserting so quickly? What are the main problems that teachers have to deal with? What could school systems do to help retain teachers? Based on these research questions, the Canadian Association of Immersion Teachers (CAIT), jointly with the Centre de recherche sur la formation et la profession enseignante (CRIFPE), undertook a Canada-wide survey funded by the Department of Canadian Heritage to explore an issue that is of vital importance to many education ministries in Canada.
URI: https://depot.erudit.org/id/003304dd
ISBN: 978-0-9811498-4-4
Appears in Collections:Rapports de recherche du CRIFPE

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