Résumés
Abstract
The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.
Résumé
L’objectif de ce projet de recherche était d’étudier l’expérience vécue par quatre futurs enseignants en contexte de stage. Ceux-ci ont utilisé une approche basée sur l’expérimentation et la réflexion pour résoudre des problématiques rencontrées lors de la mise en oeuvre de pratiques de différenciation. Pour ce faire, les auteurs ont effectué une analyse inductive des données recueillies lors d’observations en classe et suite à des réflexions individuelles et des discussions réalisées avec un formateur de maîtres. Les résultats démontrent que les futurs enseignants sont en mesure de décrire leur situation et de réfléchir, individuellement ou en mode collaboratif, pour analyser et trouver des solutions aux problèmes liés à l’enseignement, la discipline et l’apprentissage des élèves. Ces résultats approfondissent notre compréhension de la manière dont les formateurs, les mentors et les conseillers pédagogiques peuvent prodiguer un soutien individualisé aux futurs enseignants, facilitant l’expérimentation et la réflexion en cours de stage.
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Parties annexes
Biographical notes
Cheryll Duquette is an Adjunct Professor at the University of Ottawa. Her research interests are the inclusion of students with exceptionalities, educational experiences of students with disabilities, parent advocacy, and teacher education programs.
Leah Dabrowski is a teacher at the pre-kindergarten level who has a passion for special education. Over the past few years she has worked in various private schools with specific cultural focuses. She is currently examining how differentiation can be used beginning at the infant level in her own practice.
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10.7202/1015641arParties annexes
Notes biographiques
Cheryll Duquette est professeur auxiliaire à l’Université d’Ottawa. Ses intérêts de recherche portent sur l’inclusion des élèves avec besoins particuliers, l’expérience académique des élèves présentant un handicap, les revendications parentales et les programmes de formation des enseignants.
Leah Dabrowski enseigne à la prématernelle et est passionnée par l’éducation spécialisée. Au cours des dernières années, elle a travaillé dans de nombreuses écoles privées ayant un volet culturel particulier. Elle explore actuellement la manière dont la différentiation peut être utilisée dès le stade de la petite enfance et ce, dans son milieu de travail.