Résumés
Abstract
This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous community in northern Canada, with a focus on how his pedagogical content knowledge and his culturally relevant pedagogical practices developed. This case traces Don’s journey from his goals and plans at the end of his teacher education program, through his feelings of uncertainty near the end of his first year of teaching, to his growing confidence in his second year of teaching.
Résumé
Cet article s’intéresse au parcours de Don, un enseignant en début de carrière et participant d’une étude longitudinale examinant le transfert des apprentissages en termes de pratiques en alphabétisation, de la formation des futurs enseignants à l’enseignement d’un contenu pédagogique en classe de secondaire. Nous avons suivi le parcours de Don dès son programme de baccalauréat en éducation et pendant ses deux premières années d’enseignement au sein d’une communauté autochtone du Nord canadien. Nous nous intéressons particulièrement à ses connaissances pédagogiques liées au contenu et aux pratiques pédagogiques culturellement pertinentes qu’il a développées. Cette étude de cas explore l’aventure de Don, de ses buts et objectifs à la fin de son programme de formation en enseignement, en passant par l’insécurité ressentie vers la fin de sa première année de pratique jusqu’à une confiance grandissante au cours de sa deuxième année d’enseignement.
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Parties annexes
Biographical notes
Anne Murray-Orr is an Associate Professor of literacy and early elementary pedagogy in the Faculty of Education at St. Francis Xavier University, Nova Scotia. Literacies across disciplines, the experiences of Mi’kmaq pre-service teachers, and the impact of graduate programs for early elementary teachers are three of her current research areas.
Jennifer Mitton-Kukner is an Associate Professor of assessment, secondary literacy, and qualitative research methods in the Faculty of Education at St. Francis Xavier University in Nova Scotia. Next steps in her research include a continuation of her work in literacies in the content areas in culturally diverse schools, pre-service teachers and LGBTQ learners, as well as approaches to teaching and learning in the International Baccalaureate Diploma Programme in Nova Scotia.
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Parties annexes
Notes biographiques
Anne Murray-Orr est professeur agrégé à la faculté des sciences de l’éducation de la St. Francis Xavier University, située en Nouvelle-Écosse. Elle enseigne la littératie et la pédagogie du début de l’élémentaire. L’alphabétisation au sein des diverses disciplines académiques, les expériences vécues par de futurs enseignants d’origine micmaque et l’impact des programmes de maîtrise sur ceux enseignant aux clientèles du début de l’élémentaire constituent trois de ses domaines de recherche actuels.
Jennifer Mitton-Kukner est professeur agrégé en évaluation, alphabétisation au secondaire et méthodes de recherche qualitative à la faculté des sciences de l’éducation de la St. Francis Xavier University en Nouvelle-Écosse. Comme prochaines étapes de sa recherche, elle poursuivra ses travaux en alphabétisation dans les domaines des écoles culturellement diverses, des futurs enseignants et des apprenants LGBTQ. Elle s’intéressera également aux approches en enseignement et apprentissage propres au diplôme de baccalauréat international en Nouvelle-Écosse.