Creating Visionaries Through Positive Leadership: Shifting Educational Paradigms Towards Strengths
Mots-clés :
strength-based, appreciative inquiry, school leadership, positive leadership, flourishingRésumé
Les éléments de la pédagogie fondée sur les forces sont évidents dans les pratiques actuelles mises en œuvre dans les écoles canadiennes ainsi qu'à l'échelle internationale. Les enseignants en salle de classe apprécient l'importance de créer un environnement d'apprentissage positif pour les élèves où ils éprouvent un sentiment d'appartenance, de choix et d'auto-efficacité à l'égard de leur apprentissage (Deci et Ryan, 2008 ; Rickabaugh, 2016). Bien que de telles pratiques soient appliquées par de nombreux éducateurs au niveau de la classe, les pédagogies axées sur les forces pourraient être organisées par la conceptualisation d'un cadre unificateur. S'appuyant sur la recherche qui a proposé une approche bidimensionnelle des services de soutien aux étudiants, cet article explore le rôle du leadership scolaire dans l'évolution d'une culture scolaire vers une culture qui valorise, identifie et exploite les forces des étudiants et des éducateurs pour promouvoir l'épanouissement au sein de leurs écoles.
Une conception de recherche-action basée sur l'enquête appréciative (IA) (Stowell, 2012 ; Cooperrider et al., 2000) a été utilisée pour impliquer les participants à la recherche, en utilisant le modèle bidimensionnel de Keyes (Keyes, 2002) comme une lentille à travers laquelle étudier l'utilisation de concepts et de pratiques basés sur les forces dans les écoles et les classes.
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