Préparer les enseignants de l'école primaire aux classes multiculturelles : Construire une identité professionnelle orientée vers l'inclusion
Mots-clés :
Identité professionnelle, Multiculturalité, Réflexivité, Formation des enseignants du primaire, InclusionRésumé
Selon le rapport TALIS 2025 de l'OECD, le pourcentage d'élèves immigrés ou issus de l'immigration a augmenté en moyenne de 10 points de pourcentage dans les pays de l'OECD depuis 2018. En Italie, 38% des enseignants travaillent dans des établissements où l'italien n'est pas la première langue pour plus de 10% des élèves, et 38% enseignent dans des établissements où au moins 1% des élèves sont des réfugiés. Cela souligne l'urgence d'une formation initiale des enseignants qui prépare les futurs enseignants à répondre à des besoins d'apprentissage diversifiés et à adopter des pratiques pédagogiques inclusives. L'identité enseignante, entendue comme un processus complexe et dynamique façonné par des valeurs, des expériences et des pratiques éducatives, constitue une dimension fondamentale. Cette étude exploratoire analyse dans quelle mesure les cursus de formation des enseignants du primaire intègrent ces dimensions afin de préparer les futurs enseignants aux classes multiculturelles. Les données proviennent de l'analyse du programme d'un cursus universitaire quinquennal en Éducation primaire en Italie. Les résultats montrent certains alignements entre les contenus de formation et les compétences requises dans les contextes scolaires actuels, mais mettent également en évidence que l'offre actuelle n'est pas encore suffisante pour préparer pleinement les futurs enseignants à faire face à des contextes multiculturels. L'article conclut en proposant des suggestions pour rendre les parcours de formation plus réactifs.
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