Abstract:

This action-research project was conducted for two years in three Quebec secondary schools and its aim was to uphold resource-teachers that teach high school students at risk and with learning difficulties. The resource teachers (N=29) attended collaborative teachers-researchers monthly meetings focusing on students with learning difficulties characteristics and needs as well as on effective reading and writing strategies and procedures. Additionally, a test on their sense of self-efficacy was given to them before and after the training. We describe the mentoring and collaboration processes, the effects they had on actual classroom organization and pedagogical practices as well as on the 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 and collective training.

Keywords:

Continuing Education, collaboration, high school teaching, student with learning difficulties, sense of self-efficacy.