Date of Award

2010

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Finney Cherian

Keywords

Education

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Perceptions of nine novice teachers in the minority Francophone environment of southwestern Ontario were investigated. Challenges previously identified in the literature are attributed to minority Francophone environments. Participant narratives exposing their experiences with these challenges were studied over a seven month period using critical ethnography and analyzed. Key findings indicate five challenges experienced by novice teachers in this study: politics of identity related to assimilation, limited resources, hidden Francophone curriculum, attitudes toward challenges and issues related to pre-service and ongoing professional development. Participants were not aware of the pervasive nature of these challenges and reported a sense of being overwhelmed. Contributing factors included: majority of participants completed their post-secondary studies in English yet were employed in French first-language schools; not adequately forewarned of the challenges and influence these had on daily practice; and, professional development opportunities not sufficiently exposed to participants.

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