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ERIC Number: EJ1142931
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1916-0666
Fostering Classroom Communities through Circling with Teacher Candidates
Bouchard, Karen L.; Hollweck, Trista; Smith, J. David
McGill Journal of Education, v51 n3 p1103-1120 2016
Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for teachers, this study examined teacher candidates' experiences with circling in a teacher education course. Focus groups with former teacher candidates procured three themes: "circling creates safe and engaging spaces for learning," "productive tensions create opportunities for connection," and "teachers create effective circles with authenticity." The results suggest that circling should be similarly used with educators, in addition to use with students, and could be embedded within current teacher-education programming.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A