French immersion high school science teachers' course development experiences

Abstract

The first purpose of this case study was to understand the course development experiences of Grade 10 French Immersion (FI) Science teachers in Manitoba. The second purpose was to develop an online instructional resources database model based on an understanding of these teachers’ course development experiences that holds promise in supporting Grade 10 FI Science teachers in Manitoba. Results of this study revealed that teachers’ experiences are negatively impacted by equity issues, such as a lack of resources in French designed to address the Manitoba curriculum. These equity issues negatively impact teachers’ well-being. In turn, these equity issues for teachers, as well as the impacts of these issues on teachers’ well-being, have negative impacts on the quality of FI education in Manitoba. An online instructional resources database model, entitled the Living Curriculum model, was developed.