Résumés
Résumé
Cette étude dresse le portrait des attitudes de 1022 enseignants québécois du préscolaire/primaire (92 % de femmes) à l’égard de l’éducation des élèves doués et examine le rôle de certaines de leurs caractéristiques personnelles et contextuelles, à partir de données issues d’un questionnaire qu’ils ont rempli en ligne. Plus de 90 % des participants n’ont reçu aucune formation au sujet de l’éducation des élèves doués. Globalement, les résultats sur l’échelle d’évaluation des attitudes Opinions à propos des doués et de leur éducation (McCoach et Seigle, 2007, développé initialement par Gagné et Nadeau, 1991) révèlent que les attitudes des enseignants tendent à être plutôt positives envers la reconnaissance des besoins des élèves doués et le soutien éducatif à leur offrir et ils présentent un niveau faible de préoccupations envers l’élitisme. D’autre part, elles sont plutôt neutres envers l’accélération scolaire. Les analyses de régression linéaire hiérarchique examinant la prédiction des attitudes selon des variables personnelles (ex., genre, formation, sentiment d’auto efficacité) et contextuelles suggèrent certaines distinctions, bien que marginales. Notamment, les enseignants semblent plus préoccupés par l’élitisme engendrés par les mesures éducatives offertes aux élèves doués que les enseignantes. Les enseignantes du préscolaire et du premier cycle du primaire manifestent des attitudes plus négatives envers l’accélération scolaire que les enseignants des cycles plus avancés. Des associations positives sont observées entre certaines dimensions des attitudes et la formation reçue en cours d’emploi, le sentiment d’auto-efficacité et les contacts avec des personnes douées.
Mots-clés :
- élève doué,
- attitudes,
- enseignant,
- préscolaire,
- primaire
Abstract
This study examines the attitudes of 1,022 Quebec preschool / elementary teachers (92% women) towards the education of gifted students and the role of some of their personal and contextual characteristics, using data from an online questionnaire. Over 90% of participants had received no training in the education of gifted students. Overall, the results on the Opinions on attitudes and skills education assessment scale (McCoach and Seigle, 2007, initially developed by Gagné and Nadeau, 1991) reveal that teachers’ attitudes tend to be rather positive towards the recognition of the needs of gifted students and the educational support to offer them and they exhibit a low level of concern for elitism. On the other hand, their attitudes are rather neutral towards school acceleration. Hierarchical linear regression analysis examining the prediction of attitudes based on personal (e.g., gender, education, self-efficacy) and contextual variables suggests certain distinctions, albeit marginal. In particular, male teachers seem more concerned about the elitism generated by the educational measures offered to gifted students. Preschool and lower grade elementary teachers show more negative attitudes toward accelerated schooling than more advanced teachers. Positive associations are observed between certain dimensions of attitudes and in-service training, the self-efficacy believes and contact with gifted people.
Keywords:
- gifted student,
- attitudes,
- teacher,
- preschool,
- primary
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Bibliographie
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