Content and duration of inclusive training: systematic review and analysis of teachers’ discourse

Khamzina, Kamilla; Stanczak, Arnaud; Brasselet, Célénie; Cilia, Federica; Guirimand, Nicolas; Rossi, Sandrine; Legrain, Camille; Desombre, Caroline

Type de document :

Autre communication scientifique (congrès sans actes - poster - séminaire...): Communication dans un congrès sans actes

URL permanente :

http://hdl.handle.net/20.500.12210/89077

Titre :

Content and duration of inclusive training: systematic review and analysis of teachers’ discourse

Auteur(s) :

Khamzina, Kamilla [Auteur]

Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Stanczak, Arnaud [Auteur]
Activité, Connaissance, Transmission, éducation [ACTé ]
Brasselet, Célénie [Auteur]

Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Cilia, Federica [Auteur]
Centre de Recherche en Psychologie : Cognition, Psychisme et Organisations - UR UPJV 7273 [CRP-CPO]
Guirimand, Nicolas [Auteur]
Centre interdisciplinaire de recherche normand en éducation et formation [CIRNEF]
Rossi, Sandrine [Auteur]
Laboratoire de psychologie de Caen Normandie [LPCN]
Legrain, Camille [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Desombre, Caroline [Auteur]

Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Titre de la manifestation scientifique :

The 20th Biennial EARLI Conference for Research on Learning and Instruction

Ville :

Thessalonique

Pays :

Grèce

Date de début de la manifestation scientifique :

2023-08-22

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Teachers’ inclusive attitudes are one of the most important factors to promote a fully inclusive society. In turns, they are shown to be influenced by various factors such as teachers’ self-efficacy or students’ type of ...
Lire la suite >Teachers’ inclusive attitudes are one of the most important factors to promote a fully inclusive society. In turns, they are shown to be influenced by various factors such as teachers’ self-efficacy or students’ type of learning difficulty. Inclusive education training has also an impact on teachers’ inclusive attitudes and behaviors. However, while the literature consistently shows such a positive effect, there is little evidence on the optimal duration and content to consider when designing such trainings. To address this question, we conducted (1) a systematic review of literature to examine the effects of content and duration of the trainings and (2) a set of semi-directive interviews among general teachers of the French northern region (both studies are pre-registered). The systematic review on 36 interventions showed the overall positive effect of both stand-alone and infused trainings as well as information based cognitive and mixed ones. Moreover, twenty-four semi directive interviews by using a thematic discourse analysis revealed that supplemental needs such as a need of interprofessional collaboration with other social and medical professionals (e.g., special educators, speech therapists, etc.) should be emphasized in an educational teacher training. Such findings allow to inform educational policy makers when it comes to conceive a successful training to be further implemented in the university curricula to promote a fully inclusive school setting.Lire moins >

Langue :

Anglais

Audience :

Internationale

Collections :

Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Équipe(s) de recherche :

Education & Société

Date de dépôt :

2023-11-03T14:06:38Z
2023-11-17T10:19:48Z

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Numéro de version	Lien	Date de modification
2	20.500.12210/89077*	2023-11-17T10:16:38Z
1	20.500.12210/89077.1	2023-11-03T14:06:38Z

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