Abstracts
Résumé
Dans cet article, le concept de coenseignement est analysé sur ses fondements et ses définitions. Pour ce faire, une recension systématique des écrits publiés depuis l’apparition de ce terme a été effectuée. Les différentes définitions recensées ont été analysées sur la base du concept de dispositif et de ses composantes. L’analyse montre que le coenseignement a deux fondements principaux en rupture avec l’enseignement traditionnel/ordinaire : un fondement pédagogique et un fondement inclusif. Les définitions se sont également diversifiées, mais également clarifiées. En effet, l’analyse des définitions du coenseignement montre des différences et des évolutions sur les plans de la population, des objectifs/finalités et des ressources, tandis que les actions et l’espace/temps montrent plus de cohérence. En somme, le coenseignement possède autant différentes qualités (ou composantes) particulières (population, objectifs, espace/temps, etc.) qu’une qualité différente de l’enseignement.
Abstract
In this article, the concept of co-teaching is analyzed on its foundations and definitions. To do this, a systematic review of the writings published since this term first appeared was carried out. The various definitions identified were analyzed on the basis of the concept of device (Figari, 2008) and its components (Plante and Bouchard, Tremblay, 2012b). The analysis shows that co-teaching has two main foundations that distinguish it from traditional/regular education: an educational basis and an inclusive basis. The definitions have also been diversified and clarified. Indeed, the analysis of the definitions of co-teaching show differences and developments in terms of population, objectives/purposes and resources, while actions and space/time show more consistency. In short, co-teaching has different components, specifics (population, objectives, space/time, etc.) and a different quality of teaching.
Resumen
En este artículo, el concepto de co-enseñanza se analiza a partir de sus bases y sus definiciones. Para ello, realizamos una recensión sistemática de los escritos publicados desde que apareció dicho termino. Analizamos las diferentes definiciones recensadas basándonos en el concepto de dispositivo y de sus componentes. El análisis muestra que la co-enseñanza posee dos bases principales en ruptura con la enseñanza tradicional/ordinaria: una base pedagógica y una base incluyente. Las definiciones se han diversificado pero asimismo clarificado y muestran evoluciones a nivel de la población, de los objetivos/finalidades y de los recursos, mientras que las acciones y el espacio/tiempo presentan más de coherencia. En resumen, la co-enseñanza posee diferentes calidades (o componentes) particulares (población, objetivos, espacio/tiempo, etc), así como una calidad diferente de la enseñanza.
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Appendices
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