Résumés
Abstract
Previous scholarship has examined how teachers’ civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter Magolda’s framework of self-authorship to investigate how teacher candidates in a Canadian university began to self-author their identities as civic educators through their experience of developing and delivering citizenship learning modules to youth through a community-based project. Our qualitative analysis of the data indicates that participating in change-oriented service-learning can lead teacher candidates to challenge their assumptions about youth engagement, increase their sense of self-efficacy as civic educators, and, to some extent, develop an awareness of self in relation to others.
Résumé
Dans le passé, des projets de recherche ont étudié la façon dont les connaissances civiques et les points de vue sur la citoyenneté des enseignants influencent leurs objectifs, leurs pratiques pédagogiques et leur confiance lorsqu’ils enseignent cette matière. Or, peu d’études se sont attardées à comprendre comment les futurs enseignants développent une identité de formateurs en éducation civique en participant à des projets d’apprentissage en milieu communautaire. Cette étude de cas se base sur le cadre conceptuel d’autodétermination de Baxter Magolda. Elle analyse de quelle manière les futurs enseignants étudiant au sein des universités canadiennes ont amorcé un processus d’autodétermination de leur identité comme formateurs à la citoyenneté, en développant et en mettant en place des modules d’apprentissages civiques destinés aux jeunes dans le cadre d’un projet communautaire. Notre analyse qualitative des données indiquent que la participation dans un projet de service communautaire visant le changement peut amener les futurs enseignants à remettre en question leurs hypothèses sur l’implication des jeunes, améliorer leur sentiment d’auto-efficacité et, jusqu’à un certain point, développer une conscience d’eux-mêmes lorsqu’ils entrent en relation avec les autres.
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Parties annexes
Biographical notes
Lorna R. McLean is a professor in the Faculty of Education at the University of Ottawa. Her research interests include civic education, gender, curriculum studies, pedagogy, and the history of education.
Hoa H. Truong-White is a PhD candidate in the Faculty of Education at the University of Ottawa. Her doctoral research focuses on K12 citizenship and global citizenship education, digital storytelling, and virtual intercultural learning.
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10.7202/1011667arParties annexes
Notes biographiques
Lorna R. McLean est professeur à la faculté d’éducation de l’Université d’Ottawa. Ses intérêts de recherche sont l’éducation à la citoyenneté, le genre, l’étude des programmes, la pédagogie et l’histoire de l’éducation.
Hoa H. Truong-White est doctorante à la faculté d’éducation de l’Université d’Ottawa. Ses recherches doctorales portent sur la citoyenneté du préscolaire au secondaire et sur l’éducation à la citoyenneté mondiale, sur la narration numérique et sur l’apprentissage interculturel virtuel.