This study examines the professional identity of French Immersion teachers. The research was constructed around questions pertaining to how they perceive their work, their responsibilities, their rapport with students, their rapport with colleagues, and their sense of belonging to the French immersion program or to the school. A qualitative methodology was followed to analyze secondary data, which were collected as part of a Pan-Canadian research project. The data was gathered in interviews with 11 participants who taught in a French Immersion program in British Columbia.The analysis of data show a disconnect that exists between the intended goals of the program and the stated goals of the participants with regard to their work. Results also show that the professional identity of immersion teachers is developed in the context of three different spheres of life, i.e. the professional, the private, and the community, as well as in the context of opposing tensions. The analysis also indicates that various triggers lead to phases of questioning, which have an influence on the way French immersion teachers perceive their work over time.
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Thesis advisor: Jacquet, Marianne
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