Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ?
Here we study what co-teaching produces when general education teachers (PLC) and special education teachers (PES) in secondary schools teach students in ordinary class with specific educational needs. Is co-teaching in a heterogeneous secondary class likely to promote educational differentiation ?T...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2021-06-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/14674 |
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| author | Myriam Janin Gilles Moreau Marie Toullec-Théry |
| author_facet | Myriam Janin Gilles Moreau Marie Toullec-Théry |
| author_sort | Myriam Janin |
| collection | DOAJ |
| description | Here we study what co-teaching produces when general education teachers (PLC) and special education teachers (PES) in secondary schools teach students in ordinary class with specific educational needs. Is co-teaching in a heterogeneous secondary class likely to promote educational differentiation ?This article articulates two approaches, one quantitative, based on a survey of a cohort of general and special education co-teachers, the other qualitative, based on the didactic analysis of a co-teaching session conducted by a PLC and a PES. This double approach highlights that co-teaching alone does not guarantee educational differentiation because of the risk of an imbalanced distribution of responsibilities between the co-teachers. As such, educational differentiation is reduced to the presence of the special education teacher and their interactions with students with disabilities. Instead, balance can be achieved through mutual planning time of the teaching, where clues collected during the sessions and didactic issues are worked on jointly. In this way, students’ challenges may be anticipated ahead of time and, consequently, educational differentiation makes learning accessible to them. |
| format | Article |
| id | doaj-art-71815fe76f7140eeac57cb17f1270c4b |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2021-06-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-71815fe76f7140eeac57cb17f1270c4b2025-01-30T13:37:48ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922021-06-016010.4000/edso.14674Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ?Myriam JaninGilles MoreauMarie Toullec-ThéryHere we study what co-teaching produces when general education teachers (PLC) and special education teachers (PES) in secondary schools teach students in ordinary class with specific educational needs. Is co-teaching in a heterogeneous secondary class likely to promote educational differentiation ?This article articulates two approaches, one quantitative, based on a survey of a cohort of general and special education co-teachers, the other qualitative, based on the didactic analysis of a co-teaching session conducted by a PLC and a PES. This double approach highlights that co-teaching alone does not guarantee educational differentiation because of the risk of an imbalanced distribution of responsibilities between the co-teachers. As such, educational differentiation is reduced to the presence of the special education teacher and their interactions with students with disabilities. Instead, balance can be achieved through mutual planning time of the teaching, where clues collected during the sessions and didactic issues are worked on jointly. In this way, students’ challenges may be anticipated ahead of time and, consequently, educational differentiation makes learning accessible to them.https://journals.openedition.org/edso/14674co-teachinginteractioneducational differentiationheterogeneityspecial needs. |
| spellingShingle | Myriam Janin Gilles Moreau Marie Toullec-Théry Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? Éducation et Socialisation co-teaching interaction educational differentiation heterogeneity special needs. |
| title | Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? |
| title_full | Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? |
| title_fullStr | Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? |
| title_full_unstemmed | Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? |
| title_short | Le coenseignement dans une classe hétérogène promeut-il une différenciation pédagogique ? |
| title_sort | le coenseignement dans une classe heterogene promeut il une differenciation pedagogique |
| topic | co-teaching interaction educational differentiation heterogeneity special needs. |
| url | https://journals.openedition.org/edso/14674 |
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