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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Podrobná bibliografia
Vydané v:	McGill journal of education Ročník 51; číslo 3; s. 1103 - 1120
Hlavní autori:	Bouchard, Karen L., Hollweck, Trista, Smith, J. David
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Montreal Faculty of Education, McGill University 2016 McGill Journal of Education
Predmet:	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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Popis
Shrnutí:	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.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1916-0666 1916-0666
DOI:	10.7202/1039630ar