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Master Thesis

Co-enseignement en contexte inclusif : quel impact sur les stratégies de compréhension écrite ?

Abstract : The purpose of this paper is to focus on co-teaching techniques and more precisely on co-teaching practices between two teachers of the same discipline. We here analyse the different existing forms of co-teaching settings and observe their impacts and pedagogical interests for secondary school pupils. Co-teaching is inherent to the creation of Inclusive school and therefore, aims at reducing heterogeneity. Thus, we lead two experiments among 12-year-old learners in a priority education school. The goal was to study the impacts of co-teaching practices on the reading performances and on the development of reading strategies for the learners via a process of verbalisation. We can confirm that co-teaching with one teacher and one assistant has a positive impact on the acquisition of written comprehension strategies. Nonetheless, alternative co-teaching does not appear to be effective for all the pupils in our experiment.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02090234
Contributor : Inspe Uga <>
Submitted on : Monday, September 21, 2020 - 4:37:08 PM
Last modification on : Tuesday, May 11, 2021 - 11:36:27 AM

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  • HAL Id : dumas-02090234, version 1

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Sarah Lopez. Co-enseignement en contexte inclusif : quel impact sur les stratégies de compréhension écrite ?. Education. 2018. ⟨dumas-02090234⟩

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