Retombées de la mise en place d’un groupe de codéveloppement professionnel accompagné pour des personnes enseignantes du collégial

Abstract

College teachers deal with a complex task. Their professional development involves access to training as well as collaborative forms of support. An action-research-training project documented the benefits of participation in a supported professional co-development group designed to meet the needs of eight teachers in this sector. Analysis of data collected through a questionnaire and a focus group reveals both personal and collective benefits, particularly in relation to shared strategies, collaboration among colleagues, sense of belonging to the group, perceived competence, and increased understanding of how the system functions. These outcomes contribute to the professional development of the participating college teachers. The research also led to the institutional recognition and formalization of the approach.