Formation des enseignants pour un système scolaire inclusif : relier les politiques éducatives à la pratique en classe
DOI :
https://doi.org/10.26443/mje/rsem.v60i1.10349Mots-clés :
inclusion, justice sociale, analyse de documents, politiques éducatives, formation des enseignants , néoconservatisme, néolibéralismeRésumé
Cet article examine comment les enseignants en formation initiale peuvent enseigner à des élèves issus de milieux linguistiques et culturels diversifiés. Une analyse de documents a examiné le cadre politique actuel en Islande et a fourni un aperçu de la manière dont ces politiques orientent la praxis dans la formation des enseignants. Les résultats révèlent des idéologies contrastées dans les politiques et les mesures éducatives en Islande, ainsi qu’un lien manquant entre la théorie et la didactique dans la formation des enseignants en ce qui concerne l’enseignement dans des classes diversifiées. Afin d’assurer l’équité en éducation, il est essentiel de développer les connaissances et les perspectives des enseignants concernant la diversité, ainsi que de leur fournir des outils pédagogiques solides.
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