Les enseignants formés à l’étranger dans les écoles montréalaises: des interactions qui façonnent de nouvelles représentations opératoires

Many teachers work in national contexts different from their place of training. Research has neglected to examine the role of new work partners in their (re)socialization to the profession. This study sheds light on the ways workplace interactions are a driving force the adjustment of pedagogical content knowledge of foreign-trained teachers who are new to Montreal schools. Findings show that interactions led them to change their representations of education and their relationships within the educational community and the teaching profession, until these were viable in the new context. Findings also show that their work partners play a differentiated role in their socialization to learn new conventions of the profession.