Résumés
Abstract
This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.
Keywords:
- classroom management,
- disruptive behaviour,
- teaching practices,
- behaviour management,
- professional development
Résumé
Cette étude a examiné la fréquence d’utilisation des pratiques promouvant les comportements prosociaux des élèves par 1 373 enseignants québécois. Deux questionnaires ont été utilisés : un questionnaire sociodémographique et un inventaire validé des pratiques de gestion du comportement (N = 68 items; 2 dimensions/7 échelles α = .70 à .90). Les résultats des analyses descriptives et de variances univariées ont montré que les pratiques proactives/positives (p. ex., règles et routines, félicitations) sont utilisées plus fréquemment que les pratiques réductrice (p. ex., conséquences éducatives), bien que ces dernières soient fréquemment utilisées. Les modèles hiérarchiques indiquent des interrelations significatives entre les caractéristiques des enseignants et les échelles de pratiques, mais pour une faible proportion de la variance expliquée.
Mots-clés :
- gestion de classe,
- adaptation psychosociale,
- intervention universelle,
- difficultés comportementales,
- développement professionnel
Parties annexes
Bibliography
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