Fostering Classroom Communities through Circling with Teacher Candidates

Autor/inn/en	Bouchard, Karen L.; Hollweck, Trista; Smith, J. David
Titel	Fostering Classroom Communities through Circling with Teacher Candidates
Quelle	In: McGill Journal of Education, 51 (2016) 3, S.1103-1120 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-0666
Schlagwörter	Communities of Practice; Classroom Communication; Classroom Techniques; Preservice Teacher Education; Preservice Teachers; Focus Groups; Graduate Surveys; Constructivism (Learning); Elective Courses; Synchronous Communication; Interaction Process Analysis; Sensitivity Training; Educational Practices; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Community; Klassengespräch; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Elective course; Wahlkurs; Prozessanalyse; Sensitivitätstraining; Bildungspraxis; Ausland; Kanada
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. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01