摘要：The implementation of Qu¨¦bec¡¯s education reform depends partly on cooperating
teachers, whose role is to train future teachers in the school setting. A study by
Martin (2002) raises the difficult problem of defining this role of trainer. Cooperating
teachers provide little constructive feedback on this subject to their trainees and are
poorly equipped to offer any. There is a gap in the mobilization of theoretical knowledge
and an understanding of how to use it (Gervais, 2005). Under these conditions,
it is important to consider the cognitive appropriation and integration of the prescribed
changes in the supervision being provided to teachers in training. What kind
of support is being offered to develop their professional skills? This article presents
the results of a qualitative interpretive study conducted with three cooperating
teachers at the secondary level through individual interviews and recorded conversations
between these teachers and their trainees. We present how they portray their
roles and the manifestations of their training practices. The variety of portrayals convey
a degree of personal theorization about the role of cooperating teacher, but also
its complexity, and a lack of knowledge about what the role entails. A good number
of supervision practices reflect the implementation of the prescribed changes, but
many of the expected practices do not appear.
