Les approches plurielles dans la formation continue des enseignants : former des professionnels réflexifs et inclusifs à l’ère des mondialisations

Abstract

This article focus on the contribution of pluralistic approaches to in-service teacher training in the Greek educational context. More specifically, it examines teachers’ representations of the use of pluralistic approaches in the classroom during the experimentation stage of a blended learning training program on plurilingualism. The focus therefore is on the interviews conducted with the teachers during the face-to-face training, which were recorded and then transcribed. Analysis of the data revealed that education professionals understand the benefits for both themselves and their pupils of implementing pluralistic approaches in the classroom. Τhey gladly express their ideas about designing projects based on their preferred approach and point out that the approaches can be articulated according to the needs of their class. The results highlight the adoption of more inclusive and reflective approaches by professionals.

Keywords

• reflexivity
• representations
• pluralistic approaches
• inclusion
• in-service training