Observer les pratiques d’enseignement au supérieur : adaptation et validation d’une grille d’observation des dimensions de l’enseignement en contexte congolais

Katamba Muamba, Maurice;Frenay, Mariane;Mukendi Wa Mpoyi, Pierre
(2024) Evaluer - Journal international de recherche en éducation et formation — Vol. 9, n° 1, p. 123-155 (2024)

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Authors
  • Katamba Muamba, MauriceUCLouvain
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  • Frenay, Marianeorcid-logoUCLouvain
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  • Mukendi Wa Mpoyi, Pierre
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Abstract
(en) Classroom observation is one of the many methods used to study and document teaching practices, particularly through the use of observation protocols. However, there are very few structured, valid and reliable observation protocols in higher education, which are key psychometric requirements. This is particularly true in francophone literature, especially in Africa. The aim of this study is to provide researchers and practitioners with such a structured observation protocol. We selected the Teaching Dimensions Observation Protocol (TDOP), a descriptive, segmented and multidimensional observation protocol. We describe the process followed to adapt and validate it in the Congolese context: (1) the linguistic and cultural adaptation methods applied, (2) the validation process by Belgian and Congolese experts, as well as trained observers, and (3) the various reliability analyses. The adapted protocol is called the « Grille d’Observation de Dimensions de Pratiques d’Enseignement au Supérieur (GO-DimPES) ». Its use was tested in the observation of ten first-year courses, representing five disciplines, in ten different faculties of a Congolese University. Analyses of the observations conducted with this protocol confirm the validity and reliability of the tool. We present the advantages and limitations of the GO-DimPES, as well as some recommendations for the future.
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Katamba Muamba, M., Frenay, M., & Mukendi Wa Mpoyi, P. (2024). Observer les pratiques d’enseignement au supérieur : adaptation et validation d’une grille d’observation des dimensions de l’enseignement en contexte congolais. Evaluer - Journal international de recherche en éducation et formation, 9(1), 123-155. https://hdl.handle.net/2078.5/31716 (Original work published 2024)