[ Pratique de la pédagogie différenciée par les enseignants du primaire dans la ville de Bukavu ]
Volume 24, Issue 3, October 2018, Pages 1230–1241
Alain LUBAMBA KITENGIE1 and David MALALA NTAMBUE2
1 Département de Psychopédagogie, Institut Supérieur pédagogique (ISP), Bukavu, RD Congo
2 Chef de Travaux, Institut Supérieur Pédagogique de Bukavu, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The present study focuses on the practice of differentiated pedagogy and has a double objective. It aims on the other hand at determining the parameters or strategies used by teachers in order to put in practice differentiated pedagogy in their classrooms and bringing out specific difficulties in the practice of differentiated pedagogy in Bukavu secondary schools on the other hand. It has been noticed that teachers actually use the differentiated pedagogy because they have perfect knowledge of the parameters to be established. However, some difficulties have been mentioned namely a high number of pupils, pupils’ multiple difficulties, the heaviness of programmes, the lack of teacher’s motivation in the practice and the lack of devices of differentiation.
Author Keywords: pedagogic differentiation, heterogeneity, school difficulties.
Volume 24, Issue 3, October 2018, Pages 1230–1241
Alain LUBAMBA KITENGIE1 and David MALALA NTAMBUE2
1 Département de Psychopédagogie, Institut Supérieur pédagogique (ISP), Bukavu, RD Congo
2 Chef de Travaux, Institut Supérieur Pédagogique de Bukavu, RD Congo
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The present study focuses on the practice of differentiated pedagogy and has a double objective. It aims on the other hand at determining the parameters or strategies used by teachers in order to put in practice differentiated pedagogy in their classrooms and bringing out specific difficulties in the practice of differentiated pedagogy in Bukavu secondary schools on the other hand. It has been noticed that teachers actually use the differentiated pedagogy because they have perfect knowledge of the parameters to be established. However, some difficulties have been mentioned namely a high number of pupils, pupils’ multiple difficulties, the heaviness of programmes, the lack of teacher’s motivation in the practice and the lack of devices of differentiation.
Author Keywords: pedagogic differentiation, heterogeneity, school difficulties.
Abstract: (french)
Dans cette étude portant sur la pratique de la pédagogie différenciée notre double objectif était d’une part déterminer les paramètres ou les stratégies sur lesquels les enseignants jouent pour la mise en pratique de la pédagogie différenciée dans leurs classes et d’autre part de dégager les difficultés propres à la mise en œuvre de la pédagogie différenciée dans les écoles primaires de la ville de Bukavu. Nous avons constaté que les enseignants mettent en pratique la pédagogie différenciée étant donné qu’ils ont une connaissance parfaite des paramètres sur lesquels il faut s’appesantir. Toutefois quelques difficultés sont évoquées. Les plus en vue sont les suivantes : les effectifs trop importants, la multiplicité des difficultés d’apprentissage des élèves, la lourdeur des programmes, le manque de motivation de la part des enseignants de l’appliquer, le manque de temps pour préparer les dispositifs de différenciation.
Author Keywords: Différenciation pédagogique, Hétérogénéité, Difficultés scolaires.
How to Cite this Article
Alain LUBAMBA KITENGIE and David MALALA NTAMBUE, “The practice of differentiated pedagogy by primary school teachers in Bukavu town,” International Journal of Innovation and Applied Studies, vol. 24, no. 3, pp. 1230–1241, October 2018.
