This following section provides the results of the project for Year 1 and Year 2 as well as two additional themes that emerged from the data. 



Results from Year 1 provide information about the practices currently in place in the FSL Teacher Education programs at both participating Faculties of Education, as they related to the four pillars; the general entry profiles; the specific needs identified by professors and students, and; a comparison of the findings across both participating universities and the four pillars. 

Results from Year 2 provide the general exit profile of FSL teacher candidates in each FSL Teacher Education program related to the four pillars; what the participants reported as strengths and weaknesses of the pilot projects; what changes (if any) participants reported related to the four pillars, and: a comparison of the findings across time, participating universities and the four pillars. 


As the project progressed, questions around how broader issues of social justice and equity were being addressed in the Teacher Education programs emerged. Upon reviewing the data collected from students and professors during Year 1, we applied an anti-biased anti-racist (ABAR) lens to examine how racialized power inequities that permeate French languages and cultures manifest within the context of FSL teacher preparation. 

Collaboration is not always easy. As the project progressed, we noticed that teacher candidates had different interpretations about the success of collaborative initiatives in courses and workshops. Following data taken from a Year 2 pilot project, we analyzed the discourses of the candidates through the lens of performativity to examine their contrasting beliefs and actions around collaboration during FSL teacher preparation. 


Establishing Transparency: Across all of the pilot projects at the universities, people placed value on communication, the sharing of information, and making transparent processes in the ITE program. 

Overcoming Isolation: At all levels of the ITE program, pilot projects created collaborative, friendly spaces where actors made connections between their work, experiences, and roles, resulting in less professional isolation. 

Responding to Resistance: Implementing pilot projects for the advancement of FSL was met with resistance by actors at all levels in the program. Honouring people’s concerns while negotiating solutions allowed the learning communities to mature. 

Addressing the immediate: Across all pilot projects, learning communities established in Year 1 allowed members to address immediate concerns. Objectives in learning communities are initially reactive.

Transitioning to the possible: Only once immediate concerns are addressed, learning communities can become spaces of possibility. Objectives in learning communities become proactive.