Quelles influences ont les programmes et les formateurs sur les attitudes des futures enseignantes envers les élèves ayant des difficultés comportementales ?

Authors

  • Catherine Gauthier Université de Sherbrooke
  • Marie-France Nadeau Université de Sherbrooke
  • Line Massé Université du Québec à Trois-Rivières
  • Nancy Gaudreau Université Laval
  • Sandy Nadeau Université de Sherbrooke
  • Anne Lessard Université de Sherbrooke

Abstract

Inclusive education is not always positively experienced by teachers of students with behavioural difficulties (DC); the use of certain practices would be particularly harmful to their success (Payne, 2015). These practices would be associated with teachers’ attitudes, which in turn would be influenced by the training received (Kim, 2011). Based on the tripartite model and a series of regressions, this article examines the attitudes of 1491 preservice teachers and explores the influence of teaching training programs. The results show that these programs positively influence the components of attitude, although the explained variance remains low.

Keywords: teacher training, students with emotional and behavioural difficulties, preservice teachers, university trainers, field mentor, mainstreaming

Published

2020-12-18

How to Cite

Gauthier, C., Nadeau, M.-F., Massé, L. ., Gaudreau , N., Nadeau , S. ., & Lessard , A. . (2020). Quelles influences ont les programmes et les formateurs sur les attitudes des futures enseignantes envers les élèves ayant des difficultés comportementales ?. Canadian Journal of Education/Revue Canadienne De l’éducation, 43(4), 976–1007. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4393

Most read articles by the same author(s)