Accompagnement des stages en formation initiale des enseignants du primaire à Bukavu en République Démocratique du Congo
(2023)
Files
VERSIONFINALETHESEJosephineZ.pdf
Restricted Access - Adobe PDF
- 5.09 MB
Details
- Authors
- Supervisors
- Abstract
- (en) 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 initial training of primary school teachers raises questions about the transferability of instructional supervision practices without adaptation. This thesis presents a study conducted in twenty schools, which included nine pedagogical secondary schools and their eleven feeder schools in the city of Bukavu and the Walungu territory. The study reports on the modelling of an internship support, as well as on the co-construction, implementation, and evaluation of an improved model. Our data comes from field surveys based on semi-structured interviews, focus groups, co-construction sessions, practice sharing, internship support sessions, and participant observation. Participants had to revisit their model by comparing it with western models of internship support. This reflective approach led to the development of new instructional supervision practices and highlighted the need to adapt internship support when transferring it to a different context.
- Affiliations
Citations
Zihalirwa Barhalengehwa, J. (2023). Accompagnement des stages en formation initiale des enseignants du primaire à Bukavu en République Démocratique du Congo. https://hdl.handle.net/2078.5/27201