Loading...
Please wait, while we are loading the content...
Similar Documents
Le Rôle Des Enseignants Dans L’éducation Et La Démocratie : Impacts D’un Projet De Recherche Sur La Perception De Futurs Enseignants
| Content Provider | Semantic Scholar |
|---|---|
| Author | Thésée, Gina Carr, Paul R. Potwora, Franck |
| Copyright Year | 2016 |
| Abstract | Cet article etudie les reflexions suscitees par un questionnaire d’enquete portant sur les liens entre l’education et la democratie. Un echantillon de 157 etudiants d’un programme de formation initiale des enseignants a Montreal a repondu a un questionnaire de suivi (seconde etude) apres avoir rempli un questionnaire d’enquete (premiere etude) portant sur leurs perceptions et leurs experiences des liens entre l’education et la democratie. La premiere etude revele une experience democratique faible et un parcours educatif pratiquement sans lien avec la democratie, ce qui concorde avec les resultats d’etudes anterieures. Cependant, les resultats du questionnaire de suivi indiquent que la participation a l’enquete a suscite des reflexions d’ordre socioeducatif, epistemologique, pedagogique et methodologique, qui pourraient avoir des retombees significatives sur leur perception du role de l’enseignant. THE ROLE OF TEACHERS IN EDUCATION AND DEMOCRACY: THE IMPACT OF A RESEARCH PROJECT ON PRESERVICE TEACHER PERCEPTIONS This article presents reflections on a survey questionnaire related to the connection between education and democracy. A sample of 157 teacher-education students in Montreal completed a follow-up questionnaire after having participated in a research questionnaire (first study) concerning their perception and experience of the linkage between education and democracy. The first study underscored a weak democratic experience as well as an educational journey without a strong linkage to democracy, which concurs with our previous findings. However, the results of the follow-up survey indicate that participation in this inquiry generated socio-educational, epistemological, pedagogical, and methodological reflections, which could have significant implications for the perception of the role of educators. |
| Starting Page | 363 |
| Ending Page | 387 |
| Page Count | 25 |
| File Format | PDF HTM / HTML |
| DOI | 10.7202/1036437ar |
| Volume Number | 50 |
| Alternate Webpage(s) | https://www.erudit.org/fr/revues/mje/2015-v50-n2-3-mje02506/1036437ar.pdf |
| Alternate Webpage(s) | http://mje.mcgill.ca/article/download/9156/7074 |
| Alternate Webpage(s) | https://doi.org/10.7202/1036437ar |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
