Résumé : Cet article s’attachera dans un premier temps à situer les enjeux de l’inclusion dans un contexte de formation. Dans un second temps, nous analyserons l’écart entre ces enjeux et les représentations des enseignant
Mots-clefs : formation initiale, enseignants, inclusion, représentations, pratiques.
Setting apart for a better inclusion ?
Representations and professionnal practices of teachers in initial training in France and in Swizerland
Abstract : This article will first focus on situating the issues of inclusion in a training context. In a second step, we will analyze the gap between these issues and the representations of teachers in initial training based on two qualitative surveys. The first, which was conducted in France, examines the professional representations of teachers in initial training about the inclusion of pupils with special educational needs in the school curriculum. The second study, currently being conducted in Switzerland, questions training in practices that can support student diversity. Finally, we will conclude with the need to (re)design teacher training to support inclusion of all students.
Keywords : initial training, teachers, inclusion, representation, practices.