Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context
Publication faisant suite au 4e Colloque sur la persévérance et la réussite scolaires chez les Premiers Peuples qui s'est déroulé à Montréal en octobre 2019. Disponible en français dans EDUQ.info sous le titre "Soutenir la pratique réflexive d'un enseignant non autochtone en communaut...
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Centre des Premières Nations Nikanite
2021
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fteduq:oai:eduq.info:11515/38148 2023-05-15T16:15:28+02:00 Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context Soutenir la pratique réflexive d'un enseignant non autochtone en communauté : expérience d'accompagnement en contexte autochtone. Ouellet, Sylvie 2021 1 fichier PDF Ressource électronique application/pdf https://eduq.info/xmlui/handle/11515/38148 eng eng Centre des Premières Nations Nikanite Journal of Perseverance and Academic Achievement for First Peoples, volume 4 2368-7681 https://eduq.info/xmlui/handle/11515/38148 Accompagnement Pratique réflexive Autochtones Étudiant autochtone Pratique éducative Enseignant du secondaire Article de périodique 2021 fteduq 2022-08-19T19:50:29Z Publication faisant suite au 4e Colloque sur la persévérance et la réussite scolaires chez les Premiers Peuples qui s'est déroulé à Montréal en octobre 2019. Disponible en français dans EDUQ.info sous le titre "Soutenir la pratique réflexive d'un enseignant non autochtone en communauté : expérience d'accompagnement en contexte autochtone". In an effort to find ways of helping students achieve educational and academic success, leaders are constantly looking for ways to support school teams and other school stakeholders in First Nations communities. In 2015, the First Nations Education Council (FNEC), in collaboration with the Université du Québec à Trois-Rivières (UQTR), began offering continuing education for school stakeholders in its member communities (Lesage and Ouellet, in this journal). We set up a project combining the FNEC and UQTR’s continuing education for school stakeholders with special support in the field for a teacher who wanted to reflect on his teaching and educational practices with a view to fostering his students’ educational success. This article describes the project, including the reasons for its creation, its objectives, a case study and our ultimate findings. We follow up with avenues for reflection on the importance of providing special support for school stakeholders who work with First Nations youth and of implementing strategies for the success of all students. Other/Unknown Material First Nations Quebec College Network: ÉDUQ |
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Quebec College Network: ÉDUQ |
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English |
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Accompagnement Pratique réflexive Autochtones Étudiant autochtone Pratique éducative Enseignant du secondaire |
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Accompagnement Pratique réflexive Autochtones Étudiant autochtone Pratique éducative Enseignant du secondaire Ouellet, Sylvie Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context |
topic_facet |
Accompagnement Pratique réflexive Autochtones Étudiant autochtone Pratique éducative Enseignant du secondaire |
description |
Publication faisant suite au 4e Colloque sur la persévérance et la réussite scolaires chez les Premiers Peuples qui s'est déroulé à Montréal en octobre 2019. Disponible en français dans EDUQ.info sous le titre "Soutenir la pratique réflexive d'un enseignant non autochtone en communauté : expérience d'accompagnement en contexte autochtone". In an effort to find ways of helping students achieve educational and academic success, leaders are constantly looking for ways to support school teams and other school stakeholders in First Nations communities. In 2015, the First Nations Education Council (FNEC), in collaboration with the Université du Québec à Trois-Rivières (UQTR), began offering continuing education for school stakeholders in its member communities (Lesage and Ouellet, in this journal). We set up a project combining the FNEC and UQTR’s continuing education for school stakeholders with special support in the field for a teacher who wanted to reflect on his teaching and educational practices with a view to fostering his students’ educational success. This article describes the project, including the reasons for its creation, its objectives, a case study and our ultimate findings. We follow up with avenues for reflection on the importance of providing special support for school stakeholders who work with First Nations youth and of implementing strategies for the success of all students. |
format |
Other/Unknown Material |
author |
Ouellet, Sylvie |
author_facet |
Ouellet, Sylvie |
author_sort |
Ouellet, Sylvie |
title |
Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context |
title_short |
Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context |
title_full |
Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context |
title_fullStr |
Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context |
title_full_unstemmed |
Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context |
title_sort |
supporting the reflective practice of non-indigenous teachers in indigenous communities: special support in an indigenous context |
publisher |
Centre des Premières Nations Nikanite |
publishDate |
2021 |
url |
https://eduq.info/xmlui/handle/11515/38148 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
Journal of Perseverance and Academic Achievement for First Peoples, volume 4 2368-7681 https://eduq.info/xmlui/handle/11515/38148 |
_version_ |
1766001224985870336 |