La formation du personnel enseignant de la ville de Goma au Nord-Kivu, en République démocratique du Congo (RDC), a évolué négativement depuis la période coloniale. D’une formation initiale essentiellement religieuse, elle a été orientée vers des contenus universitaires, puis transformée en une formation continue sous forme de journées pédagogiques. Cette visée de formation n’a malheureusement pas été maintenue en raison du désengagement du gouvernement, des guerres et des conditions de vie. Conséquemment, l’un des problèmes majeurs qui caractérisent actuellement le système scolaire de Goma est l’absence de formation continue des enseignants. Afin d’aider ces enseignants à s’autoformer professionnellement pendant leur carrière, l’identification préalable de leurs besoins en formation continue et socioprofessionnels s’est avérée pertinente. Le but de cette étude est d’identifier et d’analyser ces besoins. Pour ce faire, un questionnaire de 91 énoncées a d’abord été rempli par 151 enseignants du secondaire à Goma, chef-lieu de la Province du Nord-Kivu (RDC). Par la suite, des entrevues ont été réalisées auprès de 20 d’entre eux. Les énoncés du questionnaire et ceux du canevas d’entretien ont été regroupés selon trois thèmes : les besoins en compétences professionnelles, les besoins socioprofessionnels et les renseignements généraux. La détermination des besoins en formation continue et leur classement selon l'ordre de priorité ont été réalisés au moyen des approches analytiques et graphiques de l’analyse de besoin. Les résultats de cette étude révèlent que des 73 besoins concernent la formation continue, cinq sont jugés extrêmement prioritaires. Ces besoins extrêmement prioritaires sont : la formation pédagogique; des ateliers de formation; des séminaires; l’emploi correct des TIC dans les buts de se constituer des réseaux d’échange et de formation continue dans son domaine d’enseignement et dans sa pratique pédagogique ; la connaissance et l’utilisation des TIC en enseignement et apprentissage. Pour ce qui est des besoins socioprofessionnels, les résultats indiquent qu’ils sont au nombre de 30. Parmi ceux-ci, la rémunération salariale, la sécurité sociale, le transport et le logement sont les plus cités par les participants. / The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education and socio-professional is very important. The main of this study is to identify and analyze these needs. The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education et socio-professional is very important. The main of this study is to identify and analyze these needs. This study aims to identify then categorize by order of priority the needs of continuing education for secondary school teachers in the city of Goma, North Kivu, Democratic Republic of Congo (DRC).A 91 questionnaire was administered to 151 secondary school teachers, and 20 of them were interviewed in Goma, the capital of North Kivu Province (DRC). These statements were grouped according to three themes: the need for professional skills, the socio-professional needs of teachers and general information. The determination of the various needs and their classification according to the order of preference were accomplished by means of graphic approaches and by statistical counting such as the indication of the preferences of need (IPB), the counting of average and absolute deviation. The calculations of the average with percentages were used to identify the views of all the teachers in terms of their professional needs and general information. The results of this study indicate that in terms of continuing education needs we have 73 needs among which six are extremely of high priority: Pedagogical practice; Teacher training, seminar workshop; Internet search; Proper use of TIC in order to establish networks of exchange and continuous training in its field of teaching and in its pedagogical practice; Knowledge and use of ICT in teaching and learning». Concerning the socio-professional needs, we may name: salary, social security, transport and accommodation. Finally, with regard to general information, men outnumber women, and most of them are academics.
| Identifer | oai:union.ndltd.org:LAVAL/oai:corpus.ulaval.ca:20.500.11794/38299 |
| Date | 13 March 2020 |
| Creators | Okito, Pamijeko |
| Contributors | Savard, Denis |
| Source Sets | Université Laval |
| Language | French |
| Detected Language | English |
| Type | thèse de doctorat, COAR1_1::Texte::Thèse::Thèse de doctorat |
| Format | 1 ressource en ligne (xxx, 413 pages), application/pdf |
| Coverage | Congo (République démocratique) |
| Rights | http://purl.org/coar/access_right/c_abf2 |
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