Résumés
Abstract
This article examines how past memories can shape how we see the present and future in the context of teacher education and professional development. Using qualitative inquiry, drawing in particular on self-study and memory-work, I explore the ways in which critical autoethnography can serve as a tool for personal and professional growth in the context of teacher identity.
Résumé
Cet article s’attarde à la manière dont les souvenirs peuvent façonner le présent et l’avenir dans un contexte de formation des maitres et de développement professionnel. Utilisant l’enquête qualitative et recourant particulièrement à l’autoévaluation et au travail de mémoire, j’explore les façons dont l’autoethnographie critique peut devenir un outil de croissance personnelle et professionnelle dans le contexte d’identité enseignante.
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Parties annexes
Biographical note
Brian Andrew Benoit is a resource teacher and researcher who also lectures to undergraduate and graduate education students at Bishop’s and McGill Universities. He recently carried out a study using arts-based methods, which included visual informed inquiry into photography as well as personal narrative that studied memory and its effects on learning. His research focus was on critical autoethnography and its relationship to teacher professional and personal development. He is particularly interested in the possibilities these types of communication can provide teacher researchers to improve their personal and professional practice while simultaneously improving student learning.
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Parties annexes
Note biographique
Brian Andrew Benoit est un enseignant ressource et un chercheur. Il enseigne également aux étudiants de premier et deuxième cycles en éducation à l’Université Bishop et McGill. Il a récemment piloté un projet de recherche faisant appel à des méthodes basées sur les arts telles que la recherche visuelle inspirée de la photographie ainsi que le récit personnel, dans le but d’étudier la mémoire et ses effets sur l’apprentissage. Ses intérêts de recherche portent sur l’autoethnographie critique et son lien avec le développement personnel et professionnel des enseignants. Il s’intéresse particulièrement aux possibilités que ces modes de communication peuvent offrir aux chercheurs-enseignants, leur permettant d’améliorer leur pratique personnelle et professionnelle tout en bonifiant l’expérience de l’apprenant.