Regards croisés Afrique-Europe. Cahiers supplémentaires

Les héros dans l’ombre : Leadership scolaire et qualité de l’éducation dans un contexte de précarité / Jean Kasereka Lutswamba  

Bamberg: Univ. of Bamberg Press, 2023
(Regards croisés Afrique-Europe. Cahiers supplémentaires ; 6)
978-3-86309-914-5

Preis: 21,00 €

L’étude porte sur le leadership scolaire dans les écoles maternelles, primaires et secondaires de la RDC. En RDC et dans d’autres pays de l’Afrique sub-saharienne, bien d’écoles fonctionnent dans des conditions très précaires. Pourtant les objectifs du Développement durable (ODD) présentent l’éducation de qualité comme exigence et droit de tout enfant. La précarité ne devrait donc pas constituer en aucun cas, une excuse pour cette éducation de qualité. Considérant l’importance du leadership scolaire dans l’effectivité des apprentissages, l’étude propose une analyse sur les types du leadership scolaire à appliquer pour développer la qualité de l’éducation même en situation de précarité. Grâce à une approche qualitative, aux interviews semi-structurées, à la théorie ancrée et à l’abduction, l’étude a dégagé cinq types principaux et idéaux du leadership scolaire : le leadership instructionnel (accent sur le processus enseignement-apprentissage), le leadership partagé (accent sur l’implication de tous), le leadership entrepreneurial (accent sur l’entrepreneuriat), le leadership situationnel (accent sur le style de leadership à appliquer suivant le contexte) et le leadership d’inertie (accent sur les procédures et l’autorité). Ces types ont été discutés suivant leurs impacts respectifs sur l’éducation de qualité. Quelques suggestions sur l’amélioration du système éducatif de la RDC concluent cette étude.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-58608

Quality of Teacher Education : Experiences of Student Teachers vis-à-vis Teachers’ Feedback / Christine Nyiramana

Bamberg: Univ. of Bamberg Press, 2023
(Regards croisés Afrique-Europe. Cahiers supplémentaires ; 5)
978-3-86309-912-1

Preis: 22,00 €

This study focused on investigating the learning situation of student teachers especially their experiences on feedback they receive during their study time including teaching practice. It was conducted in Rwanda. The study was guided by the theories on educational quality which, on one side, places teacher education at the central position of ensuring effective teaching and learning process. In this line, effective training to make sure that teachers are taught in the same way they are expected to teach is essential. On the other side, feedback, which is an important element of the learning engine, is indicated necessary for ensuring that student teachers learn from a conducive environment. This study intended to answer the research question “How does teacher education look like regarding feedback in the Rwandan context?”. To answer this research question, the study was conceptualized as a qualitative research where semi-structured interviews were conducted with 32 student teachers who have been selected using a theoretical sampling strategy from 13 Rwandan Higher Learning Institutions. Data collection was done in combination with data analysis to maximize all the qualities in the field. Qualitative content analysis using intertwined deductive-inductive approach has been used for data analysis. With abduction process, a deep analysis of the empirical data led to the definition of criteria and then ideal types of feedback experienced by student teachers in Rwanda. With this analysis, three types of feedback namely administrative feedback, correctional feedback, and instructional feedback emerged. Further analysis showed that student teachers in Rwanda experience different forms of feedback. They have divergent understandings of feedback. Delayed feedback leads to increased uncertainty among students, communication of feedback creates different forms of relationships between student teachers and teacher educators. In addition, student teachers learn implicitly from teacher educators how to provide feedback, and there are no common standards regarding internships. The analysis of the results of this study with regard to the discourse on teacher education, feedback, and educational quality indicates that feedback in teacher education has a multidimensional effect.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-58417

Compréhension de la gestion de classe : Étude qualitative sur la professionnalisation des enseignants non-qualifiés du primaire à Madagascar / Onja Tiana Raharijaona

Bamberg: Univ. of Bamberg Press, 2023
(Regards croisés Afrique-Europe. Cahiers supplémentaires ; 4)
978-3-86309-909-1

Preis: 21,00 €

Cette étude porte sur la compréhension de la gestion de classe par les enseignants non-qualifiés, et ce, à l’égard de leur professionnalisation. Son contexte se situe au niveau de l’enseignement primaire à Madagascar. 16,9% des enseignants du primaire ont une qualification professionnelle initiale. D’après le discours scientifique, la gestion de classe constitue un aspect non compensable de la qualité de l’enseignement à côté de la connaissance de la matière. La majorité des recherches empiriques sur cette thématique sont issues des données provenant de pays développés et se concentrent sur les enseignants ayant une formation théorique avant d’entrer dans la pratique. De ce fait, cette étude qualitative se focalise sur les perceptions de la gestion de classe par les enseignants non-qualifiés, en rapport avec leur professionnalisation. Les données ont été collectées auprès d’un échantillon de 30 enseignants non-qualifiés du primaire en utilisant la méthode d’interview semi-structurée via une méthodologie qualitative. Suite à une analyse de contenus, trois types idéaux émergent de l’exploration du matériau de recherche à savoir la gestion de classe basée sur une autorité hiérarchique en vue d’une organisation stricte ; la gestion de classe basée sur les expériences de l’enseignant en vue d’une vie tranquille et la gestion de classe basée sur l’implication des élèves en vue d’un apprentissage. Ces résultats sont discutés à la lumière des théories de la qualité de l’éducation, du développement de la société et de la théologie protestante. Enfin, les réflexions sur les résultats empiriques obtenus engendrent une série de recommandations vis-à-vis de la recherche et de la pratique éducative.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-58418

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon / Abraham Tamukum Tangwe

Bamberg: Univ. of Bamberg Press, 2021
(Regards croisés Afrique-Europe. Cahiers supplementaires ; 3)
978-3-86309-823-0

Preis: 19,00 €

This study was initiated to examine violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values, and responsible behavior. Violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning despite the attempts of the government in Cameroon to institute quality service delivery policies, more equitable distribution of learning opportunities, and a strong incentive for greater efficiency in school through legislations. The study was guided by the social interaction theory and the research question focused on the extent of violence in education. The specific objective of this study was to understand the effects of violence on motivation and self-esteem, and its influence on learning outcomes. A model was operationalized measuring the different forms of violence, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The socio-economic context was statistically controlled. The study was designed using a quantitative approach with cross-sectional survey for students. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The collected information was analyzed using descriptive statistics, and inferential statistics. The results indicate an acute prevalence of school the various forms violence, and the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. In addition, the poor school quality and a very discouraging socioeconomic background of students can be shown. Schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-51605

Perceptions du climat d'apprentissage universitaire : une approche emipirique à la qualitè de l'enseignement en République Démocratique du Congo/Goma / Semerita Kavira Kamundu

Bamberg: Univ. of Bamberg Press, 2021
(Regards croisés Afrique-Europe. Cahiers supplementaires ; 2)
978-3-86309-821-6

Preis: 18,00 €

This study focuses on learning climate in universities in the Democratic Republic of Congo. Learning climate constitutes one of the most important criteria for educational quality as it influences the learning outcome. The study is conducted in the DRC, one of the developing countries of Sub-Saharan Africa, where the quality of education is very important to remedy the traditional educational system applied in several schools and universities. Using a qualitative approach with semi-structured interviews (n = 32) based on a theoretical sampling, following grounded theory, four types of climate were revealed in the data analysis: The climate based on learning where the learner feels better considered, the climate based on social relations where the interactions between the teacher and the learner are positive, the climate based on the teacher where the learner is passive, and the climate based on the use of authority where the learner only submits to the decisions of the authority. These four types are discussed in relation to their functionality to learning and recommendations for the further development of universities are given.

Zugriff auf den Volltext:
https://doi.org/10.20378/irb-51583