Pratiques enseignantes inclusives auprès des filles et leur intérêt en situation en éducation physique et santé
Abstract
Objective: Intervention research was conducted in collaboration with six college-level health and physical education (PE) teachers to co-develop and experiment with differentiated teaching practices aimed at developing students' situational interest. Method: An inductive search process was applied. This process included three semi-structured group interviews with PE teachers, one one-on-one interview with each teacher, and one semi-structured group interview with their female students. Results: Female students report that they feel interested and invested in the task when the PE teacher plans activities in which 1) they experience pleasure, 2) they experience novelty, 3) they want to know more, 4) they are cognitively stimulated and 5) they experience complex learning situations but adapted to their skill level. Interpretation: The results show that female students perceive the intentions of PSE teachers when they plan and implement differentiated teaching practices to support the development of SI in a college education context.
Keywords: College physical education; situational interest; differentiated instruction; professional development,; sexes differences.
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