{"id":1407,"date":"2021-12-04T17:44:32","date_gmt":"2021-12-04T16:44:32","guid":{"rendered":"https:\/\/bildungsbericht.cuco.dev\/artikel\/der-einfluss-von-aus-und-weiterbildungsmodulen-auf-die-wahrgenommene-kompetenz-und-einstellung-von-lehrkraeften-zur-inklusiven-bildung\/"},"modified":"2021-12-05T19:58:10","modified_gmt":"2021-12-05T18:58:10","slug":"influence-des-modules-de-formation-initiale-et-continue-sur-les-competences-percues-et-lattitude-des-enseignantes-vis-a-vis-de-leducation-inclusive","status":"publish","type":"article","link":"https:\/\/bildungsbericht.lu\/fr\/article\/influence-des-modules-de-formation-initiale-et-continue-sur-les-competences-percues-et-lattitude-des-enseignantes-vis-a-vis-de-leducation-inclusive\/","title":{"rendered":"Influence des modules de formation initiale et continue sur les comp\u00e9tences per\u00e7ues et l\u2019attitude des enseignant(e)s vis-\u00e0-vis de l\u2019\u00e9ducation inclusive"},"content":{"rendered":"

Les enseignant(e)s jouent un r\u00f4le central dans l\u2019instauration d\u2019un environnement d\u2019apprentissage inclusif (Borg et al., 2011). Dans le dernier rapport national sur l\u2019\u00e9ducation, nous avions mis en \u00e9vidence que nombre d\u2019enseignant(e)s dans l\u2019enseignement fondamental au Luxembourg ne se sentent pas suffisamment pr\u00e9par\u00e9(e)s pour accueillir des \u00e9l\u00e8ves \u00e0 besoins \u00e9ducatifs sp\u00e9cifiques (BES) dans leurs classes ordinaires, avec une corr\u00e9lation positive entre leurs comp\u00e9tences per\u00e7ues et leur attitude vis-\u00e0-vis de l\u2019inclusion (Pit-ten Cate & Krischler, 2018). Dans le cadre du projet INCLUS,[1]<\/a> nous avons propos\u00e9 des modules de formation initiale et continue afin d\u2019aider les enseignant(e)s \u00e0 mettre en \u0153uvre des pratiques inclusives. Fond\u00e9s sur des donn\u00e9es empiriques, les modules \u00e9taient con\u00e7us afin de donner aux enseignant(e)s les moyens d\u2019appliquer des pratiques p\u00e9dagogiques sp\u00e9cialis\u00e9 r\u00e9pondant aux besoins de tous<\/em> les \u00e9l\u00e8ves (Odom et al., 2012\u00a0; Watkins, 2012), de valoriser la diversit\u00e9 des apprenant(e)s et de soutenir la progression de tous les apprenants (European Agency for Development in Special Needs Education, 2011). Les modules devaient \u00e9galement encourager la coop\u00e9ration des enseignant(e)s avec d\u2019autres professionnels (L\u00fctje-Klose & Urban, 2014). Au total, 123\u00a0enseignant(e)s en formation et \u00a041\u00a0enseignant(e)s experiment\u00e9(e)s ont particip\u00e9 \u00e0 l\u2019enqu\u00eate.<\/p>\n

 <\/p>\n","protected":false},"template":"","report_year":[],"chapter":[26],"class_list":{"0":"post-1407","1":"article","2":"type-article","3":"status-publish","5":"chapter-enseignement-precoce-fondamental"},"acf":[],"yoast_head":"\nInfluence des modules de formation initiale et continue sur les comp\u00e9tences per\u00e7ues et l\u2019attitude des enseignant(e)s vis-\u00e0-vis de l\u2019\u00e9ducation inclusive - Rapport national sur l\u2019\u00e9ducation au Luxembourg 2021<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bildungsbericht.lu\/fr\/article\/influence-des-modules-de-formation-initiale-et-continue-sur-les-competences-percues-et-lattitude-des-enseignantes-vis-a-vis-de-leducation-inclusive\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Influence des modules de formation initiale et continue sur les comp\u00e9tences per\u00e7ues et l\u2019attitude des enseignant(e)s vis-\u00e0-vis de l\u2019\u00e9ducation inclusive - Rapport national sur l\u2019\u00e9ducation au Luxembourg 2021\" \/>\n<meta property=\"og:description\" content=\"Les enseignant(e)s jouent un r\u00f4le central dans l\u2019instauration d\u2019un environnement d\u2019apprentissage inclusif (Borg et al., 2011). 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