The socio-pedagogical environment in elementary school and the use of action research data by the participants

The socio-pedagogical environment in elementary school and the use of action research data by the participants

• Geneviève Carpentier, Université de Montréal, Canada

• Myriam Villeneuve-Lapointe, Université de Sherbrooke, Canada

• Andréanne Gallant, Centre de services scolaire des Samares, Canada

• Jean-Maxime Robillard, Centre de services scolaire des Samares, Canada

• Anick Sirard, Centre de services scolaire des Samares et Université de Sherbrooke, Canada

• Catherine Tardif, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2023.799

Résumé

This article aims to describe the perception of the socio-pedagogical environment of preschool and elementary school students whose teachers are participating in collaborative research. The data was collected by a questionnaire relating to the perception of the socio-pedagogical environment administered in the classes of the participating teachers. It allows a description of climates (relational, pedagogical, security, justice, evaluative and belonging) as perceived by the participating teachers’ elementary and preschool students (n = 185). The results showed that two climates, evaluative and security, are perceived more negatively than the others.

Abstract

This article aims to describe the perception of the socio-pedagogical environment of preschool and elementary school students whose teachers are participating in collaborative research. The data was collected by a questionnaire relating to the perception of the socio-pedagogical environment administered in the classes of the participating teachers. It allows a description of climates (relational, pedagogical, security, justice, evaluative and belonging) as perceived by the participating teachers’ elementary and preschool students (n = 185). The results showed that two climates, evaluative and security, are perceived more negatively than the others.