Learning to diferentiate: Constructed meanings by nine teachers-in-training using a self-study approach

Learning to diferentiate: Constructed meanings by nine teachers-in-training using a self-study approach

• Luc Prud'homme, Université du Québec à Trois-Rivières, Canada

• Geneviève Bergeron, Université du Québec à Trois-Rivières, Canada

• Annabelle Fortin, Université du Québec à Trois-Rivières, Canada

doi : https://dx.doi.org/10.18162/fp.2015.277

Résumé

In the context of diversity, teachers are encouraged to diferentiate their teaching. However, there are, in fact, only isolated cases in the classroom. The majority of teachers evoke an incomplete initial training to be able to do so. Our project explores the meaning diferentiation has to interns using a self study methodology as a promising approach for this purpose. The results show that this type of approach provides a favorable context for the construction of a more open view of teaching to diversity which legitimizes the use of various intentions and actions during a teaching situation.

Abstract

In the context of diversity, teachers are encouraged to diferentiate their teaching. However, there are, in fact, only isolated cases in the classroom. The majority of teachers evoke an incomplete initial training to be able to do so. Our project explores the meaning diferentiation has to interns using a self study methodology as a promising approach for this purpose. The results show that this type of approach provides a favorable context for the construction of a more open view of teaching to diversity which legitimizes the use of various intentions and actions during a teaching situation.