Résumés
Abstract
Within the final teaching practica, pre-service teachers encounter the crucial challenge of redefining their teacher identities. Leaving behind personas formed as students, professional settings necessitate asking themselves what kind of teacher they want to be in a new context. In collaboration with their professor, two pre-service teachers examined their final practicum experiences, highlighting how Transformative Inquiry (TI), a holistic investigative approach, supported them in becoming authentic teachers. We hear how the TI process helped them identify, honour, and strengthen their personal and unique teaching identities. Highlighted themes include: touchstone stories, the power of the circle, living the questions, and the importance of on-going reflection. These new teachers resisted traditional images of teachers by embracing imperfection and vulnerability.
Résumé
Au cours du dernier stage en enseignement, les futurs enseignants font face à un défi important: redéfinir leur identité comme enseignant. En effet, oeuvrant dans un nouveau milieu — en contexte professionnel — ils doivent abandonner leur identité étudiante et se questionner sur le type d’enseignant qu’ils désirent être. En collaboration avec leur professeur, deux futurs enseignants ont analysé les expériences vécues durant leur dernier stage, mettant en lumière la manière dont l’approche de Recherche Transformative (RT ou Transformative Inquiry), une méthode de recherche holistique, les a aidés à devenir de véritables enseignants. Dans cet article, nous apprenons comment la RT leur a permis de développer, d’accepter et de renforcer leur identité pédagogique personnelle et unique. Les auteurs abordent des histoires marquantes, le pouvoir du cercle, le concept d’incarner le questionnement et l’importance de la réflexion constante. Les futurs maîtres se sont opposés à la conception traditionnelle de l’enseignant et ont accepté d’être imparfaits, ainsi que vulnérables.
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Parties annexes
Biographical notes
Vanessa V. Tse is an entrepreneur and educator and currently serves in orphanages in north India. Her research interests include holistic education, resilience, and spirituality.
Meaghan Abra is a middle school teacher in the Greater Victoria School District. Her teaching and research interests are focused on balancing the use of technology in education and building strong relationships through curriculum design.
Michele T. D. Tanaka is an education professor at the University of Victoria and helps future teachers address the complexities of classrooms through Transformative Inquiry — a mindful approach to the social, environmental, and personal struggles of each learner. Research interests include teacher as researcher, cross-cultural understanding and indigenous ways of learning and teaching.
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Parties annexes
Notes biographiques
Vanessa V. Tse est entrepreneure et formatrice. Elle travaille actuellement au sein d’orphelinats situés dans le nord de l’Inde. Ses recherches portent sur l’éducation holistique, la résilience et la spiritualité.
Meaghan Abra enseigne dans une école intermédiaire du district scolaire de la région de Victoria. Comme pédagogue et chercheur, elle s’intéresse à l’utilisation équilibrée de la technologie en éducation et à la création de relations solides dans l’élaboration des programmes.
Michele T. D. Tanaka est enseignante en éducation à l’Université de Victoria. Elle aide les futurs enseignants à aborder la complexité de la salle de classe par le biais de la Recherche Transformative (Transformative Inquiry), une approche en pleine conscience des défis sociaux, environnementaux et personnels auxquels fait face chaque apprenant. Ses intérêts de recherche comportent l’enseignant comme chercheur, l’entente interculturelle et les approches autochtones à l’apprentissage et l’enseignement.