More than a third of Quebec students are either first-generation or second-generation immigrants (Ministère de l’Éducation du Québec, 2023). The heterogeneity that now characterizes most classes requires teachers to develop a more inclusive approach (Magnan & al., 2021) but their initial training regarding the consideration of ethnocultural diversity varies depending on the university they attend (Larochelle-Audet & al., 2013). In a research project conducted with pre-service teachers (Audet & al., 2022-2026), we tested an experiment using an intervention training system, based on stories of practice (Desgagné, 2005) from in-service teachers that feature a student from an immigrant background (Audet, 2022). The experiment’s impact on future teachers’ acquisition of professional know-how related to considering ethnocultural diversity was documented through focus groups (FG) (n=10 X 3FG) and individual interviews (n=14). The results tend to show that this training approach encouraged future teachers to reconsider their own responsibilities toward students from immigrant backgrounds. It also helped them to reflect on the value and legitimacy they attribute to students’ home languages and cultures and to change how they perceive these students and their families. The potential and limitations of this type of training approach for implementing inclusive practices towards students from immigrant backgrounds will be discussed.

Authors:
Geneviève Audet, Université du Québec à Montréal, Canada

About the Presenter(s)
Geneviève Audet is a full professor at Université du Québec à Montréal and holder of the Chair of Research on Diversity Issues in Education and Training (CREDEF).

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