Quelles influences ont les programmes et les formateurs sur les attitudes des futures enseignantes envers les élèves ayant des difficultés comportementales ?
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
How to Cite
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND. For permission to reprint all or part of an article, please contact the Managing Editor.