Socialization process of internationally educated teachers working in Montreal schools: professional agreements rattling
This article aims to present the results of research on professional socialization of internationally educated teachers integrating into Montreal schools. A series of group interviews were offered to some of them and to peer mentors to co-analyze concrete events that marked their integration and discuss their meanings. The results highlight two major dimensions of their socialization: the relationship with students and the regulation of classroom behavior, as well as the participation in the peer community and the meaning of professional competence.