Abstracts
Abstract
The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.
Résumé
L’objectif de ce projet de recherche était d’étudier l’expérience vécue par quatre futurs enseignants en contexte de stage. Ceux-ci ont utilisé une approche basée sur l’expérimentation et la réflexion pour résoudre des problématiques rencontrées lors de la mise en oeuvre de pratiques de différenciation. Pour ce faire, les auteurs ont effectué une analyse inductive des données recueillies lors d’observations en classe et suite à des réflexions individuelles et des discussions réalisées avec un formateur de maîtres. Les résultats démontrent que les futurs enseignants sont en mesure de décrire leur situation et de réfléchir, individuellement ou en mode collaboratif, pour analyser et trouver des solutions aux problèmes liés à l’enseignement, la discipline et l’apprentissage des élèves. Ces résultats approfondissent notre compréhension de la manière dont les formateurs, les mentors et les conseillers pédagogiques peuvent prodiguer un soutien individualisé aux futurs enseignants, facilitant l’expérimentation et la réflexion en cours de stage.
Appendices
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