Québec's Strategy to Incentivize Associate Teacher Mentorship for Practicums Amid a Teacher Shortage.
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| Title: | Québec's Strategy to Incentivize Associate Teacher Mentorship for Practicums Amid a Teacher Shortage. |
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| Authors: | Pattison-Meek, Joanne1 |
| Source: | International Journal of Education Policy & Leadership. 2025, Vol. 21 Issue 4, p1-18. 18p. |
| Subject Terms: | *Practicums, *Education policy, *Supply & demand of teachers, *Master teachers, *Educational equalization, Monetary incentives, Regional disparities |
| Abstract (English): | A dominant methodology of teacher education programs around the globe is the teaching practicum. Many governments and teacher education programs offer incentives to attract practicing teachers to mentor student teachers during their practicum. Such incentivization strategies are critical during teacher shortages, as mentorship is one means to attract and retain new teachers in the profession. This article analyzes the outcomes of one such initiative: Québec's Intern Supervision Allowance and subsequent Strategy to Promote the Recognition of School Staff. Drawing on publicly available documents, the analysis highlights regional disparities in how financial incentives are accessed in English-language schools. Urban and suburban boards tend to benefit most, while rural and remote communities gain comparatively little. Recommendations propose more inclusive strategies to incentivize mentorship that are equity-focused and context-aware. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Partout dans le monde, le stage d'enseignement est une méthodologie dominante dans les programmes de formation des enseignants. De nombreux gouvernements et programmes de formation des enseignants offrent des incitations pour attirer des enseignants expérimentés afin qu'ils encadrent les enseignants stagiaires pendant leurs stages. Ces stratégies d'incitation sont essentielles en période de pénurie d'enseignants, le mentorat étant un moyen d'attirer et de retenir de nouveaux enseignants dans la profession. Cet article analyse les résultats d'une telle initiative : l'allocation pour l'encadrement des stagiaires au Québec et la Stratégie visant à valoriser le personnel scolaire qui s'est ensuivie. S'appuyant sur des documents publics, l'analyse met en évidence des disparités régionales dans l'accès aux incitations financières dans les écoles anglophones. En effet, les conseils scolaires urbains et suburbains ont tendance à en bénéficier le plus aux dépens des communautés rurales et éloignées. Cet article recommande en conclusion des stratégies pour encourager le mentorat qui sont inclusives, axées sur l'équité et sensibles au contexte. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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