معرفی
Céline Garant is an Associate Professor in the Department of Pedagogy within the Faculty of Education at the University of Sherbrooke. With extensive experience in teacher education and professional development, she maintains active research collaborations with Quebec's Ministry of Education and various school boards. Her academic journey includes foundational work in reflective practice and mentorship programs for educators.
Her educational background features a Ph.D. in Didactics (Université Laval), M.A. in Teaching (Université Laval), and B.Ed. in Elementary Education (Université Laval). This strong foundation informs her research on professional integration and reflective accompaniment in educational settings.
Garant's research centers on reflective accompaniment methodologies, teacher professional development, and innovative training approaches. She explores how moral perspectives shape teaching practices and develops frameworks for continuous teacher training through university-school partnerships. Her work emphasizes the transformation of mentorship models and the implementation of reflective practices in educational contexts.
Her publication portfolio reveals consistent focus on professional integration of teachers, reflective supervision models, and distance education innovations. Recent works demonstrate growing emphasis on technopedagogical resources and narrative methods in teacher development, while maintaining her foundational interest in reflective practice theory and university-school collaboration.
Garant has led significant research projects including the Ministry of Education's professional development initiative for pedagogical advisors (2010-2013) and a mentorship program for teacher professional integration (2009-2012). Her collaborative approach involves partnerships with institutions like Performa and multiple departments within the Faculty of Education, focusing on developing reflective accompaniment communities and innovative training resources.
Her laboratory work centers on developing digital resource toolkits for online trainers and implementing support systems for distance education faculty. These initiatives create practical applications of her theoretical work on reflective practice and professional development in educational contexts.
