标题：Teachers and the collegial renewal in Qu¨¦bec: an interactional analysis
of the construction and negotiation of the meaning of a change in
prescribed practice
摘要：This article is based on an exploratory study on understanding the process used
by teachers in the modern languages department of a Qu¨¦bec college to construct
and negotiate the meaning of a reform. The article aims to highlight the relative influence
of symbols, the coordinator, and social interactions on changes in practice. The
data comes mainly from semi-directed interviews with participating teachers, followed
by an analysis of the contents of ministerial specifications. One of the main
outcomes of the data analysis is that exams have become an object of prestige in this
department and put constant pressure on the interactions between teachers and priorities
for action.
