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Faced with a wave of retirements and new appointments among school administrators across Canada, there is an urgent need to study the training settings that best meet the needs of school administrators, in order to help them remain in their positions and to meet their responsibilities effectively. While very little is known about formal training settings, almost nothing is known of the knowledge acquisition and competency development contexts that are preferred by school administrators working in minority Francophone settings. Two hundred and thirteen (213) school principals and vice-principals from Francophone schools took part in this pan-Canadian study. Results indicate that, among new school administrators, informal learning settings are those that are most appreciated, while formal training situations are those that are least appealing.
Volume 2 #1, Article 4: Contextes de formation chez les directions d’écoles francophones au Canada (PDF, 349 KB)
An Associate Professor at the University of Ottawa, Claire IsaBelle focuses her research on school organisation and leadership among school administrators that facilitate the pedagogical uses of ITCs and create healthy teaching and learning conditions in linguistic and cultural promotion settings. She is also interested in the training of school principals and to the contributions of collaborative work in school settings.
Claire Lapointe is a full Professor in the Faculty of Education Sciences at Université Laval.
Yamina Bouchamma is an Associate Professor in the Faculty of Education Sciences at Université Laval.
Paul Clarke, Ph.D., has been teaching education at the University of Regina since 1999. He is particularly interested in school administration. His research interests involve school law, in particular those questions having to do with fundamental rights.
Lyse Langlois holds a doctorate in school administration and educational policy. She teaches in the department of industrial relations at Université Laval and is a researcher with the Centre de recherche sur les innovations dans l’économie sociale, les entreprises et les syndicats (CRISES), and the Centre de recherche interuniversitaire sur la mondialisation du travail (CRIMT).
Rodney Leurebourg, Ph.D. candidate at the University of Ottawa, has been studying training contexts for school directors in Ontario schools since January 2007.
IsaBelle, C., Lapointe, C., Bouchamma, Y., Clarke, P., Langlois, L., & Leurebourg, R. (2008, August). Contextes de formation chez les directions d’écoles francophones au Canada. Journal of Applied Research on Learning, 2(1), Article 4, pp. 1-20.