DO FUTURE TEACHERS HAVE REALISTIC EXPECTATIONS CONCERNING COLLABORATION IN A SCHOOL ENVIRONMENT?

摘要

The problem of teachers' professional integration has been analysed under a variety of angles, notably : the meaning attributed to the experience (Lamarre, 2004), career trajectory (Mukamurera, 1999), development of professional identity (Nault,1999), and assessment of initial training (Baillauques, 1999). For future teachers themselves, representations alternate between idealism and realism, between elation and fear of the unknown. These representations have a definite effect on entry into the profession. This text documents the findings of a study carried out within the framework of the LAPIDE (French acronym for Laboratoire d'analyse de l'insertion professionnelle en enseignement, or Laboratory of Analysis of Teachers' Professional Integration) at the Universite du Quebec a Trois-Rivieres. The present contribution deals with future teachers' representations of collaboration between the novice teacher and various members of the school team, and conditions pertaining to it.