Le sens accordé à la différenciation pédagogique par des enseignants du secondaire : quels constats pour le projet inclusif ?
In Quebec, where the inclusive project is highly associated with the implementation of pedagogical differentiation (PD) in ministerial documents (Ministère de l’Éducation et de l’Enseignement supérieur [MEES], 2017), it is clear that teachers do not feel properly equipped to take action. (Ducharme,...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2021-03-01
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| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/13814 |
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