Jade Marguerie
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Introduction
As a PhD student in Educational Psychology, my thesis research is grounded in Self-Determination Theory (Ryan & Deci, 2000, 2017, 2020), a broad theoretical framework for conceptualising human motivation, which I am using here to inform our understanding of the callenges facing inclusive education.
This work explores the links between teaching practices, special educational needs, fulfillment of fundamental psychological needs, academic motivation and the resulting (behavioural, cognitive and emotional) consequences for pupils. The final aim of this PhD work is to develop, through a participatory approach, a teacher training programme based in particular on the simulation of learning situations.
Thesis project "Motivation and Autonomy Supportive Practices : stakes for the implementation of inclusive education"
Summary :
For several years, there has been a push in France towards a more inclusive education system. As a result, pupils with Special Educational Needs (SEN) are increasingly being educated in mainstream schools, and teachers are consequently faced with more diverse classes. A great deal of research has accompanied this shift, examining the factors that explain the difficulties teachers face in implementing inclusive practices, proposing measures to support them, or exploring the experiences of SEN pupils. Nevertheless, research in the inclusive context pays little attention to the issue of pupils’ motivation, particularly that of SEN pupils. Yet, academic motivation has a considerable impact on pupils' learning, psychological well-being and behaviour in the classroom. High-quality motivation can be fostered by supporting three fundamental psychological needs (competence, relatedness and autonomy). These needs are particularly promoted by teaching practices that support students’ autonomy (e.g. offering choices, explaining the purpose of tasks, minimising constraints, etc.). Further research appears necessary to better understand these processes amongst SEN pupils. It is also essential to support teachers in implementing these practices. The main objective of this thesis is therefore to develop a training programme aimed at raising teachers’ awareness of teaching practices that support autonomy and enabling them to practise implementing these in the classroom. Finally, the programme’s effectiveness in terms of pupils’ motivation and psychological well-being will be assessed.
Thesis supervision :
Thesis director : Alain GUERRIEN, Cognitive Educational Psychology Full Professor
Co-supervisor : DELAVAL Marine, Social Educational Psychology Lecturer
Funding :
Doctoral contract by PIA3 100% Inclusion, un Défi, un Territoire