Québec’s Strategy to Incentivize Associate Teacher Mentorship for Practicums Amid a Teacher Shortage

Type of resource
Author/collaborator
Title
Québec’s Strategy to Incentivize Associate Teacher Mentorship for Practicums Amid a Teacher Shortage
Abstract
The author points out that the dominant methodology of teacher education programs around the globe is the teaching practicum. She notes that many governments and teacher education programs offer incentives to attract practicing teachers to mentor student teachers during their practicum. Such incentivization strategies are critical during teacher shortages, as mentorship is one means to attract and retain new teachers in the profession. The author analyzes the outcomes of one such initiative: Quebec’s Intern Supervision Allowance and subsequent Strategy to Promote the Recognition of School Staff. Drawing on publicly available documents, her analysis highlights regional disparities in how financial incentives are accessed in English-language schools in Quebec. The author concludes that urban and suburban boards tend to benefit most, while rural and remote communities gain comparatively little. Recommendations propose more inclusive strategies to incentivize mentorship that are equity-focused and context-aware.
Publication
International Journal of Education Policy & Leadership
Volume
Vol. 21
Issue
no. 4
Pages
18pp.
Date
2025
Language
en
URL
Citation
Pattison-Meek, Joanne. “Québec’s Strategy to Incentivize Associate Teacher Mentorship for Practicums Amid a Teacher Shortage.” International Journal of Education Policy & Leadership Vol. 21, no. 4 (2025): 18pp. https://ijepl.journals.publicknowledgeproject.org/index.php/ijepl/article/view/1593/431.
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