Québec anglophone teachers' pedagogies: Observations from an auto-ethnography
Résumé
This paper describes some characteristics of the pedagogy informing the teaching of anglophone teachers in Québec, on the basis of focus group interviews conducted as part of a Canada-wide comparative study. The paper also illustrates research methods embedded in an enactivist methodology that permit researchers to take advantage of the observer dependence of interpretations to gain insight into phenomena, like pedagogies, that are not directly observable. The dependence of results on methods used is illustrated in the case of the anglophone Québec focus group.
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