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La Behavior and Instructional Management Scale (BIMS) développée par Martin et Sass(2010) permet de mesurer les pratiques et les croyances des enseignants en gestion de laclasse. Elle est composée de deux dimensions théoriques : la gestion de l’enseignement et lagestion du comportement des élèves. Martin et Sass (2010) ont validé la version anglaise decet instrument de mesure. L’objectif de cet article est de présenter la chronologie de sonévolution, puis de valider sa version française auprès de 338 enseignants qui se forment àl’enseignement au primaire et au secondaire. Les résultats, qui sont discutés en termes deperspectives de recherche, montrent que la traduction française de la BIMS obtient desindicateurs de qualités psychométriques proches de ceux rapportés par Martin et Sass(2010).Martin and Sass (2010) have construct-validated the Behavior and InstructionalManagement Scale (BIMS), an instrument that facilitates assessment of teachers’ beliefs andpractices in classroom management. This scale is subdivided into two independent theoreticalconstructs: instructional management and behavior management. Our aim is to report on theevolution of the scale and to validate its French translated version. In this perspective,we collected data from a sample containing 338 pre-service elementary and secondary schoolgraduating teachers. Results show that the French translated version of the BIMS obtainspsychometric properties that are close to those observed by Martin and Sass (2010). Theseresults are discussed in terms of research perspectives.A Behavior and Instructional Management Scale (BIMS) desenvolvida por Martin e Sass(2010) permite medir as práticas e as crenças dos professores na gestão da sala de aula.Trata-se de uma escala composta por duas dimensões teóricas: a gestão do ensino e a gestãodos comportamento dos alunos. Martin e Sass (2010) validaram a versão anglófona desteinstrumento de medida. O objetivo deste artigo é validar a sua versão francesa, apresentandotambém a cronologia da sua evolução. Neste sentido, recolheram-se dados de uma amostra de338 professores em formação inicial para o ensino básico e secundário. Os resultados, quesão discutidos em termos de perspectivas de investigação, mostram que a tradução francesa doBIMS obtém indicadores com qualidades psicométricas próximas das observadas por Martin eSass (2010)

Validation de la version française de la Behavior and Instructional Management Scale