Résumés
Abstract
Classroom circles have been recognized as a valuable pedagogical approach to develop students’ social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for teachers, this study examined teacher candidates’ experiences with circling in a teacher education course. Focus groups with former teacher candidates procured three themes: circling creates safe and engaging spaces for learning, productive tensions create opportunities for connection, and, teachers create effective circles with authenticity. The results suggest that circling should be similarly used with educators, in addition to use with students, and could be embedded within current teacher-education programming.
Résumé
La valeur pédagogique des cercles de discussion est reconnue. Cette approche permet de favoriser l’apprentissage socio-émotionnel des étudiants et de créer un sens de la communauté au sein d’un groupe-classe. Or, jusqu’à récemment, peu d’intérêt était accordé aux bénéfices que les enseignants pouvaient tirer de telles expériences. Afin de mieux comprendre le processus des cercles de discussion chez les enseignants, ce projet de recherche analyse l’expérience vécue par de futurs enseignants expérimentant le cercle de discussion dans le cadre d’un cours de formation des maitres. Trois thèmes ont émergé des groupes de discussion menés auprès d’anciens aspirants à l’enseignement : les cercles favorisent un climat d’apprentissage sécuritaire et stimulant, les tensions productives font naître des opportunités relationnelles et les enseignants créent des cercles efficaces avec authenticité. Ces résultats indiquent que les cercles de discussion pourraient être utilisés non seulement avec les élèves, mais également avec les enseignants et même, intégrés au programme actuel de formation des maitres.
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Parties annexes
Biographical notes
Karen L. Bouchard is a certified elementary and secondary school teacher in Ontario. She is also a PhD Candidate and Part-time Professor in the Teaching, Learning and Evaluation stream at the Faculty of Education, University of Ottawa. Her research and teaching interests focus on children’s social-emotional experiences at school, particularly teacher-student relationships.
Trista Hollweck is a PhD Candidate at the University of Ottawa in the department of Education, Teaching, Learning and Evaluation. She has been an administrator, teacher leader, school board consultant, and actively engages with and trains others in Restorative Practice (IIRP).
J. David Smith, PhD, is a Professor of counselling at the Faculty of Education, University of Ottawa. He conducts research on school-based bullying prevention programs. Dr. Smith is a founding member of PREVNet, a Canadian network of researchers, educators, and community-based organizations committed to the prevention of bullying and promotion of healthy relationships among children.
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Parties annexes
Notes biographiques
Karen L. Bouchard est une enseignante certifiée en Ontario, au primaire et au secondaire. Elle est également doctorante et professeur à temps partiel à la faculté d’éducation de l’Université d’Ottawa, au sein du programme d’enseignement, d’apprentissage et d’évaluation. Son sujet de prédilection en recherche et en enseignement est l’expérience socio-émotionnelle des enfants à l’école, particulièrement dans le cadre de la relation entre l’enseignant et l’élève.
Trista Hollweck poursuit des études de troisième cycle à l’Université d’Ottawa, dans la faculté d’enseignement, d’apprentissage et d’évaluation. Elle a été administratrice, leader auprès d’enseignants et consultante à la commission scolaire. De plus, elle est activement impliquée dans le mouvement de justice restauratrice et agit à titre de formatrice (IIRP).
J. David Smith est détenteur d’un doctorat et professeur de counseling à la faculté d’éducation de l’Université d’Ottawa. Ses recherches portent sur les programmes scolaires de prévention de l’intimidation. Le professeur Smith est un membre fondateur de PREVNet, un réseau canadien de chercheurs, éducateurs et organisations communautaires qui unissent leurs efforts pour prévenir l’intimidation et promouvoir des relations saines entre les enfants.