This article examines the concept of pedagogical differentiation, its representations, and practices among primary school teachers, highlighting the need for a clear definition that encompasses both philosophy and practices.
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[...] Asking teachers what they think is pedagogical differentiation leads to comparing different realities. - Proposal of a definition where philosophy of teaching and teaching practices meet The authors could have proposed a definition where the philosophy of teaching and teaching practices meet, which encompasses pedagogical differentiation, as both a philosophy and its practices. - Conclusion For students with disabilities, this question has been studied extensively. It allows for the consideration of other types of differentiation practices, such as: adding time within the framework of an exam, physical accommodations, or evaluation through adapted supports tailored to the student's disability. [...]
[...] This theory considers that our actions are human and that to well understand an action, it is necessary to analyze the 'why' of this action (causality or reason). In short, intentionality is a concept that allows describing and explaining the action, by analyzing its motives and goals. To understand pedagogical differentiation, it will therefore be necessary to analyze: the causes and reasons that push teachers to implement such an action and for what purpose they do it. - Complexification of the understanding of the term of pedagogical differentiation The principle of 'intentionality' seems to clutter the demonstration of the authors. [...]
