Intentions et pratiques de différenciation pédagogique développées dans une communauté d’apprentissage professionnelle en éducation physique
This interpretative qualitative study aimed to document the action intentions and differentiated instruction practices of 16 primary and secondary physical education teachers who participated in a professional learning community (PLC). Individual semi-directed interviews were conducted at the end of each of the two years of implementation. A thematic analysis based on a conceptualization of differentiated instruction reveals that action intentions are planned to support student engagement, interest and motivation, as well as foster a positive learning climate among all students. In addition, the teachers declared that they had mobilized a wide range of differentiated instruction practices for their groups. They also used individualized practices for students with difficult behaviors. Finally, the situation of induction for teachers and the large number of students encountered by PE teachers were identified as obstacles to the implementation of differentiated instruction practice.
Keywords: Inclusive education; professional development; differentiated instruction; equity; accessibility
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