Abstracts
Abstract
The purpose of this study was to explore how teacher practitioners in a Canadian middle school perceive students’ experiences of well-being in student-led service learning projects (SLPs). Through semistructured interviews, we explored five school practitioners’ accounts of how SLPs contributed to student relating and functioning in a well-being context. The themes identified demonstrate how well-being can be deliberately integrated within curricular aspects of schooling, and how student well-being can be enhanced as well as enriched when practitioners include well-being as an aim. We conclude that although students may encounter discomfort in the planning and implementation of SLPs, they provide authentic opportunities to develop student voice and autonomy, which can make education more meaningful to them.
Keywords:
- Well-being,
- service learning projects,
- voice and empowerment,
- experiential learning
Résumé
Le but de cette étude était d’explorer comment les enseignantspraticiens dans une école intermédiaire canadienne percevaient le bienêtre de leurs élèves dans des « student-led service learning projects » (SLP). À l’aide d’entretiens semi-structurés, nous explorons comment les SLP favorisent les relations et le fonctionnement des élèves dans un contexte de bien-être. Les thèmes identifiés démontrent comment le bien-être peut être délibérément intégré aux aspects curriculaires de l’éducation et comment le bien-être des élèves peut être amélioré et enrichi lorsqu’on intègre le bien-être comme objectif. Nous concluons qu’en dépit de moments difficiles lors de la planification et de l’exécution des SLP, ces activités offrent des occasions réelles pour développer l’autonomie des élèves, ce qui rend l’éducation plus significative pour eux.
Appendices
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