Bouchamma, Y., & Tardif, C. (2011). Les pratiques des directions d’écoles en contexte de diversité ethnoculturelle [Principals’ Practices in a Context of Ethnocultural Diversity]. In F. Kanouté, & G. Lafortune (Eds.), Familles québécoises d’origine immigrante: Les dynamiques de l’établissement [Québec Families of Immigrant Origin: The School Dynamics] (pp. 87-96). Presses de l’Université de Montréal.
https://doi.org/10.4000/books.pum.8912

has been cited by the following article:

• TITLE: Supervisors’ Feedback and Teacher Professional Development in a Context of Students’ Linguistic Diversity in OECD Countries

  AUTHORS: Yesifa Azovide, Yamina Bouchamma

  KEYWORDS: Teacher Supervision, Teacher Professional Development, Linguistic Diversity, Skills Development, Career Development, OECD Teaching and Learning International Survey (TALIS, 2013)

  JOURNAL NAME: Creative Education, Vol.12 No.12, December 29, 2021

  ABSTRACT: Teacher professional development was examined in the context of student linguistic diversity in countries of the Organisation for Economic Cooperation and Development (OECD). Data for this quantitative study were taken from the OECD Teaching and Learning International Survey (TALIS,2013) with teachers (N = 170,005) from 6500 schools. Factor analyses enabled us toidentify two factors associated with teacher professional development andtwo factors pertaining to the teachers’ perceptions of their supervisor’s feedback on such aspects as skills development and career perspectives, collaboration and support actions with the students, and teaching and assessmentpractices. Our results show that skills and professional growth development correlated differently depending on the importance the teachers gave to thefeedback they received in the presence or absence of linguistic diversity in their classroom. Implications of this diversity on the teachers’ perceptions are discussed, as well as socioprofessional characteristics and teacher professional development.