Foreign Teachers' Integration into Montreal Schools: Interactions that Create New Operative Representations
Many teachers work in national contexts different from those in which they completed their teacher education. To date, research has neglected the role their colleagues play in their socialisation to the profession. This research aims to shed light on the ways in which interactions with colleagues help teachers who have received their training outside of their current national professional contexts to integrate into Montréal schools. The findings demonstrate that these interactions help to shape their understanding of education, their relationships within the educational community and those within the teaching profession, until these are viable within the new context. Colleagues play different roles in learning contextspecific teaching conventions.