Résumés
Abstract
This research reports on collaborative research projects supported by a teachers’ federation. We compare research teams involved in the first year of the project, where they had free choice of research purposes with those in the second year who had the subject area defined for them. University faculty, teachers’ colleagues, and the teachers’ federation served as mentors for participating teachers. The action research resulted in change in teachers’ practice and in the development of leadership skills.
Résumé
Cet article fait le compte-rendu de projets de recherche collaborative soutenus par une fédération d’enseignants. Nous y comparons l’expérience de l’équipe de chercheurs impliqués dans la première année du projet – lesquels ont eu libre choix quant à leurs objectifs de recherche – à celle de la seconde cohorte de chercheurs, devant travailler avec des objectifs déjà définis. Des membres de la faculté universitaire, des collègues enseignants ainsi que la fédération des enseignants ont agi à titre de mentors auprès des participants. L’action de recherche a eu pour résultantes des changements de la pratique enseignante et le développement d’habiletés de leadership.
Parties annexes
Bibliographie
- Avgitidou, S. (2009). Participation, roles and processes in a collaborative action research project: A reflexive account of the facilitator. Educational Action Research 17(4), 585-600.
- Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
- Capobianco, B. M. (2007). Science teachers’ attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32.
- Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education, 30(1), 25-46.
- Connelly, M., & Clandinen, J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
- Cotton, K. (2004). New small learning communities: Findings from recent literature. Portland, OR: Northwest Regional Education Laboratory.
- Creswell, J. W., & Plano-Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks: Sage.
- DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.
- Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an experienced support teacher. Journal of Teacher Education, 52(1), 17–30.
- Gottesman, B. (2000). Peer coaching for educators. Lanham, ML: Scarecrow Press.
- Hubbard, R. S. & Power, B. M. (1999) Living the questions: A guide for teacher-researchers. Portland, ME: Stenhouse.
- Huffman, J. B., & Hipp, K.K. (2003). Professional learning communities: Initiation to implementation. Lanham, MD: The Scarecrow Press.
- McCann, T. M., & Johannessen, L.(Eds.). (2009). Mentoring matters: Working with student teachers. English Journal, 99(1), 114-117.
- McIntyre, J., & O’Hair, M. (1996). The reflective roles of the classroomteacher. Belmont, CA: Wadsworth.
- McNiff, J. (2001). Action research principles and practice (2nd ed.). New York: Routledge Falmer.
- Ontario Ministry of Education. (2005). Mathematics: The Ontario curriculum grades 1-8. Toronto: Queens’ Printer for Ontario.
- Stake, R. (2000). Case studies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). Thousand Oaks, CA: Sage Publications.
- Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
- Walkington, J. (2005). Mentoring preservice teachers in the preschool setting; Perceptions of the role. Australian Journal of Early Childhood, 30(1), 28-35.
- Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards based reform: A critical review. Review of Educational Research, 72(3), 481-546.
- Weasmer, J., & Woods, A. M. (1999). Peer partnering for change. Kappa Delta Pi Record, 36(1), 32-34.
- Zwart, R. C., Wubbels, T., Bergen, T. C., & Bolhuis, S. (2007). Experienced teacher learning within the context of reciprocal peer coaching. Teachers and Teaching, 13(2), 165-187.