L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC
Instructional supervision practices adopted by teams providing internship support depend on how the support is perceived and the context in which the internship takes place. These practices have been tested in a Western context. However, in the Democratic Republic of Congo (DRC), the context of the...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2023-10-01
|
| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/24690 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832578710379692032 |
|---|---|
| author | Joséphine Zihalirwa Mariane Frenay Denis Bédard |
| author_facet | Joséphine Zihalirwa Mariane Frenay Denis Bédard |
| author_sort | Joséphine Zihalirwa |
| collection | DOAJ |
| description | Instructional supervision practices adopted by teams providing internship support depend on how the support is perceived and the context in which the internship takes place. These practices have been tested in a Western context. However, in the Democratic Republic of Congo (DRC), the context of the initial training of primary school teachers raises questions about the possibility of transferring instructional supervision practices as they are. This article presents a study conducted in twenty primary and secondary schools. The study reports on how the process of supporting trainee teachers was modelled based on field data. Our data come from a field survey conducted through semi-structured interviews, focus groups and participant observation. The participants observed the support models of experienced trainee teachers in western countries. This modelling is the starting point of a reflexive approach to develop and implement new instructional supervision practices. |
| format | Article |
| id | doaj-art-3813bf6f867d4c0fb15f9cf867e3bd78 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2023-10-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-3813bf6f867d4c0fb15f9cf867e3bd782025-01-30T13:38:26ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922023-10-016910.4000/edso.24690L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDCJoséphine ZihalirwaMariane FrenayDenis BédardInstructional supervision practices adopted by teams providing internship support depend on how the support is perceived and the context in which the internship takes place. These practices have been tested in a Western context. However, in the Democratic Republic of Congo (DRC), the context of the initial training of primary school teachers raises questions about the possibility of transferring instructional supervision practices as they are. This article presents a study conducted in twenty primary and secondary schools. The study reports on how the process of supporting trainee teachers was modelled based on field data. Our data come from a field survey conducted through semi-structured interviews, focus groups and participant observation. The participants observed the support models of experienced trainee teachers in western countries. This modelling is the starting point of a reflexive approach to develop and implement new instructional supervision practices.https://journals.openedition.org/edso/24690primary educationteachersinitial trainingsupervisionprofessional internship |
| spellingShingle | Joséphine Zihalirwa Mariane Frenay Denis Bédard L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC Éducation et Socialisation primary education teachers initial training supervision professional internship |
| title | L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC |
| title_full | L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC |
| title_fullStr | L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC |
| title_full_unstemmed | L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC |
| title_short | L’accompagnement des stages en formation initiale des enseignant·e·s du primaire en RDC |
| title_sort | l accompagnement des stages en formation initiale des enseignant·e·s du primaire en rdc |
| topic | primary education teachers initial training supervision professional internship |
| url | https://journals.openedition.org/edso/24690 |
| work_keys_str_mv | AT josephinezihalirwa laccompagnementdesstagesenformationinitialedesenseignantesduprimaireenrdc AT marianefrenay laccompagnementdesstagesenformationinitialedesenseignantesduprimaireenrdc AT denisbedard laccompagnementdesstagesenformationinitialedesenseignantesduprimaireenrdc |