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American Journal of Educational Research. 2015, 3(6), 707-712
DOI: 10.12691/EDUCATION-3-6-7
Original Research

Continuing Education for High School Resource Teachers and Their Sense of Self-efficacy

France Dubé1, , Nancy Granger1 and France Dufour1

1Specialized Education and Training Department at the University of Quebec at Montreal, Canada

Pub. Date: May 20, 2015

Cite this paper

France Dubé, Nancy Granger and France Dufour. Continuing Education for High School Resource Teachers and Their Sense of Self-efficacy. American Journal of Educational Research. 2015; 3(6):707-712. doi: 10.12691/EDUCATION-3-6-7

Abstract

This action-research project was conducted in three Quebec schools and its aim was to support resource teachers that teach high school students at risk and with learning difficulties. All participating resource teachers (N = 29) attended collaborative teachers-researchers meetings focusing on the characteristics and needs of students' with learning difficulties as well as on effective reading and writing strategies and procedures. Additionally, a test on their sense of self-efficacy was administered before and after the training. The paper also describes the mentoring and collaboration processes, the effects they had on actual classroom practices and on resource teachers' sense of self-efficacy. The facilitators and the obstacles encountered will also be presented and a few solutions will be proposed to improve this type of collaboration.

Keywords

continuing education, collaboration, high school teaching, students with learning difficulties, sense of self-efficacy

Copyright

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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