Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
The "Relationship Between" Training and Entry into the Profession

The "Relationship Between" Training and Entry into the Profession

Bihan, Alain Christophe

Paperback

Careers

ISBN10: 6630450280
ISBN13: 9786630450286
Publisher: Our Knowledge Publishing
Published: Oct 1 2026
Pages: 152
Weight: 0.47
Height: 0.35 Width: 6.00 Depth: 9.00
Language: English
This theoretical study begins with the observation that it is difficult to analyze the realization of prospective teachers' career plans due to the characteristics of their contexts and the multiple meanings of the concepts of training and entry into the profession. From an interactionist perspective, an analytical framework is developed to understand how young teachers in Quebec perceive the relationship between their training and their professional integration through negotiation strategies. The analytical framework draws on three assumptions. The first holds that the actor's perspective is essential to understanding their behavior (Morrissette, Guignon & Demaziére, 2011). The second posits that contexts are paramount in explaining human behavior (Abbott, 1999). The third posits that the social world is driven by processes (re)created through interactions among actors (Morrissette & Guignon, 2014). These three premises structure the analytical framework as a negotiation framework. It sheds light on the negotiation strategies employed in context by prospective teachers to achieve their professional goals.

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