Fostering Classroom Communities through Circling With Teacher Candidates
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...
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| Published in: | McGill journal of education Vol. 51; no. 3; pp. 1103 - 1120 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Montreal
Faculty of Education, McGill University
2016
McGill Journal of Education |
| Subjects: | |
| ISSN: | 1916-0666, 1916-0666 |
| Online Access: | Get full text |
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| 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. |
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| AbstractList | 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. 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. 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. |
| Audience | Higher Education Postsecondary Education |
| Author | Hollweck, Trista Bouchard, Karen L. Smith, J. David |
| Author_xml | – sequence: 1 givenname: Karen L. surname: Bouchard fullname: Bouchard, Karen L. email: karenleighbouchard@gmail.com organization: University of Ottawa – sequence: 2 givenname: Trista surname: Hollweck fullname: Hollweck, Trista email: tholl075@uottawa.ca organization: University of Ottawa – sequence: 3 givenname: J. David surname: Smith fullname: Smith, J. David email: david.smith@uottawa.ca organization: University of Ottawa |
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| Snippet | Classroom circles have been recognized as a valuable pedagogical approach to develop students’ social-emotional learning and to establish a sense of community... Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community... |
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| SubjectTerms | Bullying Children & youth Classroom Communication Classroom Techniques Classrooms Communication Communities of Practice Constructivism (Learning) Education Educational Practices Elective Courses Focus Groups Foreign Countries Graduate Surveys Interaction Process Analysis Learning Pedagogy Preservice Teacher Education Preservice Teachers Prevention Qualitative research Researchers School boards Self esteem Sensitivity Training Social Emotional Learning Students Synchronous Communication Teacher education Teachers Teaching |
| Title | Fostering Classroom Communities through Circling With Teacher Candidates |
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