“I Needed to Rediscover who I Really Was”: An Inquiry into the Impacts of one Graduate Teacher Education Program for Early Elementary Teachers
Keywords:early elementary grades, graduate teacher education, early elementary pedagogy, democratic professional learning, teachers’ agency
This paper reports on the impacts on teachers of a new Masters in Education program developed for early elementary teachers at one small Canadian university. Central to the program are concepts of the child as competent and capable, and a view of professional learning as democratic, critically reflective and a way to enhance teacher agency. Our findings are based on interviews and focus group conversations with several members of one of the cohorts who completed the program. In our thematic analysis we determined that teachers reported changes in their practices including slowing down and listening to children as well as increased flexibility and ability to relinquish control. Additionally, teachers spoke of increased confidence in themselves and the children in their classrooms as a result of participating in this program.
Keywords: early elementary grades, graduate teacher education, early elementary pedagogy, democratic professional learning, teachers’ agency
Cet article fait état des impacts sur les enseignants d’un nouveau programme de maitrise en éducation développé par une petite université canadienne pour les enseignants du primaire. Le programme est centré sur le concept selon lequel l’enfant est compétent et capable, et sur une perspective de l’apprentissage professionnel comme étant un processus de réflexion critique qui est démocratique et susceptible d’augmenter chez les enseignants le sentiment de pouvoir agir. Nos résultats découlent d’entrevues et de conversations avec des groupes de discussion impliquant plusieurs membres d’une cohorte ayant complété le programme. Notre analyse thématique révèle que les enseignants ont signalé des changements dans leurs pratiques; entre autres, ils ont indiqué qu’ils ralentissaient et écoutaient les élèves, étaient plus souples et se sentaient en mesure de céder le contrôle. De plus, les enseignants ont reconnu que leur participation au programme avait entrainé une augmentation de leur confiance en soi et en les élèves.
Mots clés : premières années du primaire, études supérieures en enseignement, pédagogie des premières années du primaire, sentiment chez les enseignants de pouvoir agir.
How to Cite
UNIVERSITY OF ALBERTA COPYRIGHT LICENSE AND PUBLICATION AGREEMENT
If accepted, authors will be asked to sign a copyright agreement with the following points:
A. Where there is any inconsistency between this Copyright License and Publication Agreement and any other document or agreement in relation to the same subject matter, the terms of this Agreement shall govern.
B. This document sets out the rights you are granting in relation to publication of your article, book review, or research note entitled (the “Article”) through inclusion in the academic journal titled Alberta Journal of Educational Research (the “Journal”) published through the Faculty of Education, representing the Governors of the University of Alberta (the “Journal Editor”).
C. There will be no payment to you for this publication and grant of rights. In consideration of the agreement to publish the Article in the Journal:
1. You are warranting that:
- the content of the Article is your original work, and its content does not contain any material infringing the copyright of others; or, where the Article is not entirely your original work, you have obtained all necessary permissions in writing to grant the rights you are giving in this agreement;
- the content of the Article does not contain any material that is defamatory of, or violates the privacy rights of, or discloses the confidential information of, any other person;
- the Article has not been published elsewhere in whole or in part, and you will not allow publication of the Article elsewhere without the consent of the Journal Editor;
- the names of all co-authors and contributors to the Article are:
2. You agree to license the copyright in the Article to the Journal Editor, on a worldwide, perpetual, royalty free basis; and to the extent required by the terms of this agreement. You shall retain the right at all times to be acknowledged as the/an author of the Article.
3. You further agree that the Journal Editor has the entitlement to deal with the Article as the Journal Editor sees fit, and including in the following manner;
- The right to print, publish, market, communicate and distribute the Article and the Journal, in this and any subsequent editions, in all media (including electronic media), in all languages, and in all territories, ing the full term of copyright, and including any form of the Article separated from the Journal, such as in a database, abstract, offprint, translation or otherwise, and to authorize third parties to do so;
- The right to register copyright of the Journal;
- The right to edit the Article, to conform to editorial policy as the Journal Editor sees fit.
4. If any co-author or contributor to the Article does not sign this agreement, the Journal Editor reserves the right to refuse to publish the Article.