EDUCATIONAL CONTEXTS FOR FRENCH SCHOOL PRINCIPALS IN CANADA

被引：0

作者：

Isabelle, Claire ^{[1
]}

Meunier, Helene ^{[2
]}

Proulx, Andreanne Gelinas ^{[3
]}

机构：

[1] Univ Ottawa, Fac Educ, Ottawa, ON, Canada

[2] Univ Quebec, Montreal, PQ, Canada

[3] Univ Quebec Outaouais, Gatineau, PQ, Canada

来源：

MCGILL JOURNAL OF EDUCATION | 2016年 / 51卷 / 02期

关键词：

D O I：

10.7202/1038607ar

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Given the crucial role of managing a school, it is important to study the educational contexts in which new school principals develop their competencies. The goal of our study was to identify which educational contexts-formal, non-formal and informal-a) have helped, and b) can eventually help new principals to develop their competencies. In our qualitative research project, 101 educational agents from 10 Canadian provinces were interviewed. Our results show that for most of the participants, in almost all provinces, the formal and informal educational contexts have contributed to develop new principals' competencies. Furthermore, the non-formal education context appears to be the one that could best help them to further develop their competencies in the future.

引用

页码：877 / 898

页数：22

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