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Master Thesis

La différenciation pédagogique : relation entre la perception des enseignants sur leurs élèves et la difficulté de mise en œuvre

Abstract : The differenciated instruction is a method of teaching which deserves to be challenged. One has not reached a consensus regarding a definition as it exists multiple ways to differenciate instruction. However, the advantages of following this teaching method has been recognised and is now subject to scientific research. Given the current and considerable heterogeneity of our Society, teachers are expected to and need to adopt differienciated instruction methods in class. Although this teaching method is being scientifically researched to support teachers, it remains a challenge to always differeciate instruction. That is why taking into account teachers views and challenges with the method is essential to answer the following argument: From the point of view of teachers, what explains the challenges of implementing a differenciated instruction in classrooms?
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02555953
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Monday, April 27, 2020 - 4:58:38 PM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM

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  • HAL Id : dumas-02555953, version 1

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Laura Marchand. La différenciation pédagogique : relation entre la perception des enseignants sur leurs élèves et la difficulté de mise en œuvre. Education. 2018. ⟨dumas-02555953⟩

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