Titre: Supporting the reflective practice of non-Indigenous teachers in Indigenous communities: special support in an indigenous context
Auteur: Ouellet, Sylvie
Résumé: 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.
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".
