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Quand un coenseignement interroge la forme scolaire au profit de l’éducation inclusive

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Název: Quand un coenseignement interroge la forme scolaire au profit de l’éducation inclusive
Autoři: Maxime Tant
Zdroj: Recherches en Éducation, Vol 56 (2024)
Informace o vydavateli: Nantes Université, 2024.
Rok vydání: 2024
Sbírka: LCC:Education
Témata: educational cooperation and collaboration, pedagogy: methods and tools, change and innovation, educational inclusion and exclusion, school form, Education
Popis: The objective of this study was to better understand in what and how the evolution of co-teaching over a school year between a primary school teacher and a physical education teacher transforms the traditional school form for the benefit of the inclusive education. To do this, participant observations of thirty-two PE sessions and twenty-eight co-planning sessions treated with constant comparative analysis brought out three themes. First, provided that co-teaching is supported by the schools, co-planning is progressively more efficient, promoting the construction of an inclusive class climate. Secondly, provided teachers are compatible and com-plementary, pedagogical remediation is more original in the service of student social participation. Finally, following the construction of work habits between teachers, the forms of co-interventions are more varied for the benefit of students' motor learning.
Druh dokumentu: article
Popis souboru: electronic resource
Jazyk: French
ISSN: 1954-3077
Relation: https://journals.openedition.org/ree/13018; https://doaj.org/toc/1954-3077
DOI: 10.4000/12qxz
Přístupová URL adresa: https://doaj.org/article/229326aa37e64bf0a40a1f0d320d2339
Přístupové číslo: edsdoj.229326aa37e64bf0a40a1f0d320d2339
Databáze: Directory of Open Access Journals
Popis
Abstrakt:The objective of this study was to better understand in what and how the evolution of co-teaching over a school year between a primary school teacher and a physical education teacher transforms the traditional school form for the benefit of the inclusive education. To do this, participant observations of thirty-two PE sessions and twenty-eight co-planning sessions treated with constant comparative analysis brought out three themes. First, provided that co-teaching is supported by the schools, co-planning is progressively more efficient, promoting the construction of an inclusive class climate. Secondly, provided teachers are compatible and com-plementary, pedagogical remediation is more original in the service of student social participation. Finally, following the construction of work habits between teachers, the forms of co-interventions are more varied for the benefit of students' motor learning.
ISSN:19543077
DOI:10.4000/12qxz