Résumés
Abstract
Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.
Résumé
La formation des enseignants au sein des universités est soumise à des pressions constantes. En effet, plusieurs nouvelles politiques éducationnelles réaffirment l’importance d’avoir des enseignants compétents et donc, une formation initiale des enseignants de qualité. Dans certains pays, le renouvellement de cet objectif a provoqué la réapparition « d’approches parallèles », telles que Teach for America / Australia, approches offrant une alternative à la formation des enseignants. Une des plaintes les plus tenaces à l’égard de leur formation est que les théories exposées au sein de ces programmes ne reflètent pas adéquatement la réalité professionnelle des enseignants. Afin de pallier à ce fossé réel ou perçu, des professeurs d’art dramatique en enseignement supérieur de l’Université de Sydney ont mis sur pied un programme d’expérience professionnelle en s’inspirant à la fois du modèle de la communauté de pratique (Lave et Wenger, 1991) et des notions de praxis de Friere (1972). L’approche de la communauté de pratique met l’accent sur l’importance d’intégrer la théorie et la pratique pour soutenir la formation des nouveaux enseignants. Cet article décrit le développement de la mise sur pied ainsi que l’évaluation de cette approche. Il explique également le raisonnement qui sous-tend sa création et la signification théorique et pratique d’une telle approche pour ceux qui forment les enseignants.
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Parties annexes
Biographical notes
MICHAEL ANDERSON is Associate Professor in the Faculty of Education and Social Work at the University of Sydney. His research and teaching concentrates on how arts educators begin, evolve and achieve growth in their careers and how students engage with arts and technology to learn and create in arts education. His recent publications explore how aesthetic education is changing in the 21st Century.
KELLY FREEBODY is a lecturer and Program Director of the Combined Degrees in the Faculty of Education and Social Work, the University of Sydney. Her teaching interests include drama curriculum and teacher education. Her research focuses on schools and social justice, school-community relationships, applied drama, and qualitative research methods. Recent publications have focused on applied drama and social justice.
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Parties annexes
Notes biographiques
MICHAEL ANDERSON est professeur agrégé au sein de la Faculté des sciences de l’éducation et de travail social de l’Université de Sydney. Il concentre ses recherches et son enseignement sur la manière dont les éducateurs débutent leur carrière, évoluent et poursuivent leur croissance professionnelle ainsi que sur la façon dont les étudiants s’investissent en arts et en technologie pour apprendre et créer en enseignement des arts. Ses publications récentes explorent comment l’esthétique de l’enseignement connaît des changements au 21e siècle.
KELLY FREEBODY est chargée de cours et directrice de programme des diplômes conjoints de la Faculté des sciences de l’éducation et de travail social de l’Université de Sydney. Sur le plan de l’enseignement, elle s’intéresse aux programmes d’enseignement du théâtre et à la formation des enseignants. Ses recherches portent sur les écoles et la justice sociale, les relations entre les écoles et la communauté, le théâtre appliqué et les méthodes de recherche qualitative. Ses publications récentes explorent le théâtre appliqué et la justice sociale.