Le sens accordé à la différenciation pédagogique par des enseignants du secondaire : quels constats pour le projet inclusif ?
In Quebec, where the inclusive project is highly associated with the implementation of pedagogical differentiation (PD) in ministerial documents (Ministère de l'Éducation et de l'Enseignement supérieur [MEES], 2017), it is clear that teachers do not feel properly equipped to take action...
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| Main Authors: | , , , |
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| Format: | Book |
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Presses universitaires de la Méditerranée.
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A1234.567 |
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| Copy 1 | Available |