Résumés
Abstract
Diversity, equity, and justice are vital focuses in teacher education programs and research. Yet, studies show that as children and families interact with schools their lives are often ignored, silenced, or used to define them as deficit. This paper inquires into the interactions between early career teachers, children, and families. Using a semi-structured interview protocol, we explored the personal and professional situations 20 early career teachers described as shaping the knowledge they draw on in their interactions with families. Thinking narratively with the stories shared by one teacher, we explore the potential of familial and school curriculum-making worlds in teacher education and ways these understandings may open spaces and conversations that strengthen the interactions between early career teachers and families.
Résumé
Les concepts de diversité, d’équité et de justice sont au centre des programmes de formation des maitres et de la recherche en éducation. Or, les recherches démontrent que lorsque les enfants et les familles interagissent avec le milieu scolaire, leur vie familiale est souvent ignorée, passée sous silence ou encore, utilisée pour expliquer leurs déficiences. Cet article s’attarde aux interactions entre les nouveaux enseignants, les enfants et leurs familles. En menant des entrevues semi-structurées auprès de vingt enseignants en début de carrière, nous avons analysé les descriptions des situations personnelles et professionnelles sur lesquelles se basent leurs relations avec les familles. En abordant les anecdotes partagées par un enseignant sous un angle narratif, nous avons exploré le potentiel des univers familial et scolaire dans le contexte d’élaboration d’un programme de formation des maitres. Nous avons cherché des manières dont une compréhension de ce potentiel pourrait ouvrir de nouvelles possibilités et permettre des discussions afin de renforcer les interactions entre les enseignants en début de carrière et les familles.
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Parties annexes
Biographical notes
Janice Huber is Director of the Centre for Research for Teacher Education and Development (CRTED) and Professor in the Department of Elementary Education at the University of Alberta. She works alongside graduate students, colleagues on campus and in the field, and diverse participants in courses and narrative inquiries around the experiences of children, youth, families, teachers, community members, and teacher educators and life curriculum making in homes, families, communities, schools, and teacher education.
JOANNE FARMER is a PhD student in the Faculty of Education, University of Alberta. Her focus of study is Teacher Education, with a particular interest in relational ethics, both in research and pedagogy. She is currently a co-researcher in the study Understanding the Interactions Between Early Career Teachers and Families. During her doctoral research, she plans to narratively inquire into the experiences of teachers, children, and families as they interact on and off school landscapes.
NATHALIE REID is a PhD student in the Faculty of Education at the University of Alberta. Her research focus in teacher education is around teachers’ experiences of/with trauma. Her hope is to inquire into teachers’ experiences of and with trauma as trauma, trauma-informed, and trauma-sensitivity become more familiar terminology on school landscapes. She is a co-researcher in the study Understanding the Interactions Between Early Career Teachers and Families.
CLAIRE DESROCHERS works alongside graduate students as adjunct professor in the CRTED, University of Alberta. Following a career as a French Immersion teacher, she worked as curriculum consultant with the Ministry of Education and teacher educator at Campus St-Jean, University of Alberta. Claire’s current research interests include curriculum-making experiences of children, youth, and families in relation with preservice and practicing teachers.
SUE MCKENZIE-ROBLEE is a project associate at the CRTED and a retired school principal. With over 40 years of passionate interest in the relational knowing of students within their home, school, and contextual communities, she sees teacher education and the work of teachers who are beginning as important research, especially as it relates to school culture and the role of the principal. Sue is currently writing about the role of grandparents in the education of children and on the school landscape.
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Parties annexes
Notes biographiques
Janice Huber est directrice du Centre for Research for Teacher Education and Development (CRTED) et professeur au département d’enseignement élémentaire de l’Université de l’Alberta. En collaboration avec des étudiants de deuxième cycle et des collègues oeuvrant sur le campus universitaire et en milieu scolaire, ainsi qu’avec une variété de participants, elle participe à des cours et des enquêtes narratives. Ceux-ci portent sur les expériences des enfants, des jeunes, des familles, des enseignants, des membres de la communauté et des enseignants impliqués dans la formation des maitres. Elle s’intéresse aussi à l’élaboration de programmes en lien avec le vécu au sein des maisons, familles, communautés, écoles et programmes de formation des maitres.
JOANNE FARMER est doctorante à la faculté d’éducation de l’Université de l’Alberta. Elle s’intéresse particulièrement à la formation des maitres, avec un intérêt marqué pour l’éthique relationnelle, à la fois en contexte de recherche ou pédagogique. Elle est présentement cochercheur au sein du projet de recherche Understanding the Interactions Between Early Career Teachers and Families. Au cours de ses recherches doctorales, elle planifie effectuer des recherches narratives sur le vécu des enseignants, des enfants et des familles dans leurs interactions en-dedans et au-dehors du contexte scolaire.
NATHALIE REID est doctorante à la faculté d’éducation de l’Université de l’Alberta. Elle s’intéresse à la formation des maitres, particulièrement à ce qui a trait aux expériences des enseignants des/en lien avec les traumatismes. Elle souhaite comprendre le vécu des enseignants des/en lien avec les traumatismes à une époque où les traumatismes, leurs répercussions et la sensibilité à leur égard deviennent des concepts plus familiers en milieu scolaire. Elle est également cochercheur au sein du projet de recherche Understanding the Interactions Between Early Career Teachers and Families.
CLAIRE DESRoCHERS travaille en collaboration avec des étudiants de deuxième cycle, à titre de professeur associé au sein du CRTED de l’Université de l’Alberta. Suite à sa carrière d’enseignante en français langue seconde, elle a été consultante en élaboration de programmes au Ministère de l’Éducation et a enseigné à de futurs maitres au Campus St-Jean de l’Université de l’Alberta. Présentement, ses intérêts de recherche portent sur les expériences d’élaboration de programmes des enfants, des jeunes et des familles en lien avec les enseignants en devenir et en exercice.
SUE MCKENZIE-ROBLEE est associée de projet au CRTED et retraitée de la direction scolaire. Elle se passionne depuis plus de 40 ans pour une connaissance relationnelle des élèves dans leur contexte familial, scolaire et communautaire et perçoit l’éducation et le travail des nouveaux enseignants comme clés en recherche, particulièrement en ce qui a trait à la culture scolaire et au rôle de la direction. À l’heure actuelle, Sue écrit sur le rôle des grands-parents dans l’éducation des enfants et sur le milieu scolaire.