L’importance des croyances pour favoriser les pratiques inclusives au sein d'une communauté d'apprentissage professionnelle en éducation physique
DOI :
https://doi.org/10.1522/rhe.v8i5.1623Mots-clés :
développement professionnel, éducation physique et à la santé, pratiques inclusives, attitudes, croyances, contrôlabilitéRésumé
Cette étude qualitative interprétative phénoménologique documente les croyances de 16 personnes enseignantes d’éducation physique et à la santé (EPS) qui ont participé à une communauté d'apprentissage professionnelle (CAP) visant des pratiques inclusives. Ancrés dans la théorie du comportement planifié, les résultats dévoilent les croyances préalables positives et une meilleure sensibilité aux besoins des élèves après la CAP. Certaines attitudes négatives ont persisté envers les difficultés comportementales. Des obstacles liés à la charge de travail supplémentaire et au temps ont été relevés. Néanmoins, la CAP a renforcé la contrôlabilité des personnes enseignantes. Cette étude éclaire l’apport distinctif des dimensions des croyances sur les pratiques inclusives.
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