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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Veröffentlicht in:McGill journal of education Jg. 51; H. 3; S. 1103 - 1120
Hauptverfasser: Bouchard, Karen L., Hollweck, Trista, Smith, J. David
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Montreal Faculty of Education, McGill University 2016
McGill Journal of Education
Schlagworte:
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
Canada
ISSN:1916-0666, 1916-0666
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Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1916-0666
1916-0666
DOI:10.7202/1039630ar