Overview

Description

CALENDAR DESCRIPTION:

This course requires students to investigate current theory, research and pedagogy related to a particular theme. Graded on a satisfactory/unsatisfactory basis. Variable units: 2, 3, 4, 5.

COURSE DETAILS:

 
Dates de rencontre 9, 16, 23, 30 janv; 6, 13, 20, 27 fév; 5, 12 mars et 9, 16 avril
(les dates en caractère gras sont le cours d’enquête)

Prérequis: Les participants doivent être inscrits dans un Diplôme d’études supérieures.

EDPR 577 Études de terrain approfondies dans le développement de programme d’études III Description de cours :
Ce cours est conçu pour soutenir le travail sur le terrain effectué ce trimestre. Les enseignants en apprentissage préciseront leur dernière question d'enquête, concevront des outils de collecte depreuves et mettront en œuvre une étude sur le terrain dans le but d'obtenir un aperçu de leur pratique et de leur contexte. Ce trimestre, il y aura plus d'accent mis sur les formes alternatives de collecte et d'analyse des preuves, en portant attention à la façon d'évaluer les preuves. De plus, l'étude sur le terrain de ce trimestre portera sur l'impact et l'efficacité des pratiques d'enseignement ou de la conception des programmes. Une grande partie de l'apprentissage se fera grâce à une réflexion critique de la pratique, une analyse des données et le dialogue.

Raison d’être :
La réflexion critique, l'autoformation et l'apprentissage professionnel sont des fondements qui soutiennent le changement sur les plans personnel et professionnel, la croissance et le développement. Ce cours permet aux enseignants en apprentissage d'explorer des théories, des méthodes et des cadres basés sur l’investigation, afin d'analyser la pratique de façon éclairée, d’examiner les pratiques pédagogiques et d'évaluer les implications de la prise de positions éducatives particulières. Les enseignants en apprentissage s'engageront dans des communautés d'apprentissage professionnelles afin d'analyser les lectures théoriques, de partager leurs apprentissages personnels et d'élargir les connaissances pédagogiques.

EDPR 510- Course Description:
This course provides a forum for educators to develop their understanding of mentorship and leadership within a community of practice., particularly those in French minority language settings. It is designed to foster critical inquiry into the networks of relationships and connections that contribute to collective practice. Situated intentionally at the end of the graduate diploma, this course asks educators to consider how they might draw on their emerging expertise to act in a leadership capacity, extending their professional identity and practice in a bilingual and bicultural context. Different conceptions of educational leadership will be explored to expand notions of what it means to lead authentically, ethically, and relationally (Bohm, 1996; Bordas, 2007; Senge, 2012; Servage, 2007). Participants will surface, examine, and (re)think notions of inclusive and community-based leadership, exploring the many ways teachers are shaping and engaging in reciprocal, collaborative practices within their classroom, school communities, and the broader linguistic minority community. The unique mentorship model present within the graduate diploma will also serve as a jumping-off point to inquire into different forms of mentorship and how one might actively apply them within different contexts, especially in settings where French is a minority language (Lipton, Wellman & Humbard, 2001). Participants will have the opportunity to explore the narratives and metaphors that frame their professional experience and identity in order to cultivate their leadership strengths. As Cajete (1994) aptly states, “The community is the place where the forming of the heart and face of the individual as one of the people is most fully expressed” (p. 165).

Educational Rationale:
“When community becomes the metaphor for schools…the organization is focused around relationships and the felt interdependencies that nurture them. Community is the tie that binds people together...to something more significant than them: shared values and ideals” (Sergiovanni, 1994, p.4).

Shifting the overarching framework for understanding school life from hierarchy to community acknowledges the networks of relationships and connections that contribute to collective practice. Leadership develops through these relationships and the interdependencies that nurture them, enabling community members to construct meaning and knowledge together. In this way, leadership within schools need not be restricted by conventional conceptions of formal authority and power but rather as emerging from the processes of participation, collaboration, connection, creativity and care. Engaging with one another in this community of practice creates a diverse exchange of experience and learning.

This shifting notion of leadership requires not only critical inquiry and conversation with others but also critical reflection on how one’s own history and worldview has shaped their professional practice and identity. “Becoming a leader of that sort—one who opens, rather than occupies, space - requires an inner journey. It is a journey into authentic selfhood, a journey toward respecting otherness” (Palmer, 2007, p. 161). As Cajete (1994) contends, community “becomes a story that is a collection of individual stories, ever unfolding through the lives of the people who share the life of that community” (p. 170). This ‘(re)storying of self’ combined with ‘tracking’ the stories of community, on-going action, and reflection on one’s being in the world and pedagogies creates the space to engage in shared inquiry and dialogue in ways that have the potential to deepen understanding of self and other within one’s community of practice. Through inquiry-based learning and critical reflection on research and theory, educators can become participants and leaders in the processes of educational change.

Grading

Materials

REQUIRED READING NOTES: