Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages
Pedagogical inspection is a very important activity in the teacher training process. But, few studies are done on the subject. In Africa, to talk about the pedagogical inspection and the inspector of education seems to touch a myth. The pedagogical inspector escapes to the attention of many research...
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| Format: | Article |
| Language: | English |
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Ediciones Universidad de Salamanca
2019-09-01
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| Series: | Aula |
| Subjects: | |
| Online Access: | https://revistas.usal.es/index.php/0214-3402/article/view/21258 |
| _version_ | 1811193137707614208 |
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| author | Papa Mamour DIOP Eugénie EYEANG |
| author_facet | Papa Mamour DIOP Eugénie EYEANG |
| author_sort | Papa Mamour DIOP |
| collection | DOAJ |
| description | Pedagogical inspection is a very important activity in the teacher training process. But, few studies are done on the subject. In Africa, to talk about the pedagogical inspection and the inspector of education seems to touch a myth. The pedagogical inspector escapes to the attention of many researchers from the world of education.<br />It happens that the school in Africa has been governed for many years by strict educational standards from the bowels of the colonial system. For that reason, the figure of <br />the controller or supervisor seems very valid, also being reflected in different bodies of inspectors. The objective of this research is to present the profile of the pedagogical inspectors, show their tasks and outline guidelines for an improvement of the quality of the teaching of languages in Africa.<br />To investigate the roles of the pedagogical inspector, we took advantage of the theoretical models of Pérez García (2004) and Poggi et al. (2006) as support for the frame of reference. At the methodological level, this study is based on the crossing of several data collection instruments. The survey method mediated by the questionnaire allows to collect the representations, conceptions and practical experiences of the teachers in active about the pedagogical inspection. The results show some imbalances that have to be corrected. The benefits of this research interest both professionals and politicians. At a professional level, this analysis should allow the inspector to focus more on the pedagogical and didactic training of language teachers. |
| first_indexed | 2024-04-12T00:03:32Z |
| format | Article |
| id | doaj.art-08583942236d4575912a447b0ede0d08 |
| institution | Directory Open Access Journal |
| issn | 0214-3402 |
| language | English |
| last_indexed | 2024-04-12T00:03:32Z |
| publishDate | 2019-09-01 |
| publisher | Ediciones Universidad de Salamanca |
| record_format | Article |
| series | Aula |
| spelling | doaj.art-08583942236d4575912a447b0ede0d082022-12-22T03:56:10ZengEdiciones Universidad de SalamancaAula0214-34022019-09-0125015717010.14201/aula20192515717017611Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languagesPapa Mamour DIOP0Eugénie EYEANG1FASTEF/UCAD, SenegalENS/CRAAL, GabónPedagogical inspection is a very important activity in the teacher training process. But, few studies are done on the subject. In Africa, to talk about the pedagogical inspection and the inspector of education seems to touch a myth. The pedagogical inspector escapes to the attention of many researchers from the world of education.<br />It happens that the school in Africa has been governed for many years by strict educational standards from the bowels of the colonial system. For that reason, the figure of <br />the controller or supervisor seems very valid, also being reflected in different bodies of inspectors. The objective of this research is to present the profile of the pedagogical inspectors, show their tasks and outline guidelines for an improvement of the quality of the teaching of languages in Africa.<br />To investigate the roles of the pedagogical inspector, we took advantage of the theoretical models of Pérez García (2004) and Poggi et al. (2006) as support for the frame of reference. At the methodological level, this study is based on the crossing of several data collection instruments. The survey method mediated by the questionnaire allows to collect the representations, conceptions and practical experiences of the teachers in active about the pedagogical inspection. The results show some imbalances that have to be corrected. The benefits of this research interest both professionals and politicians. At a professional level, this analysis should allow the inspector to focus more on the pedagogical and didactic training of language teachers.https://revistas.usal.es/index.php/0214-3402/article/view/21258inspección pedagógicaáfricaformación docentedidáctica de las lenguascalidad de la enseñanza |
| spellingShingle | Papa Mamour DIOP Eugénie EYEANG Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages Aula inspección pedagógica áfrica formación docente didáctica de las lenguas calidad de la enseñanza |
| title | Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages |
| title_full | Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages |
| title_fullStr | Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages |
| title_full_unstemmed | Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages |
| title_short | Pedagogical inspection in Africa: News and empowerment for a teaching / learning of quality languages |
| title_sort | pedagogical inspection in africa news and empowerment for a teaching learning of quality languages |
| topic | inspección pedagógica áfrica formación docente didáctica de las lenguas calidad de la enseñanza |
| url | https://revistas.usal.es/index.php/0214-3402/article/view/21258 |
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