[ GESTION DES FEEDBACKS DES INSPECTIONS PÉDAGOGIQUES DES ENSEIGNANTS D’EPS EN FORMATION INITIALE À L’INJEPS - BÉNIN ]
Volume 26, Issue 1, April 2019, Pages 141–153
Agbodjogbe Basile1, Atoun Carlos2, Attiklemé Olivier3, Attiklemé Kossivi4, and Kpazaï Georges5
1 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
2 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
3 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
4 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
5 Groupe de Recherches en Évaluation des Compétences et Activité Physique et en Santé (GRÉCAPS), École des sciences de l’activité physique, Université Laurentienne, Sudbury (ON), Canada
Original language: French
Copyright © 2019 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 aim of this research is to analyze the pedagogical management system of students in Science and Technology of Physical and Sports Activities in initial training at the National Institute of Youth, Physical Education and Sports (INJEPS ) during their internships in secondary schools. From a reading grid composed of the systemic model of the intervention process of Dunkin and Biddle (1974) and that of Chevallard (1992), this study problematizes on the one hand the didactic fact based on the variables of context, program, process and product and on the other hand the concept of praxeology. It also seeks to understand the key variables in the pedagogical supervision process and how the INJEPS manages the feedback produced by the supervisors of the INJEPS and the Pedagogical Inspectorate. From the analysis of the results of the investigations, it emerges that the supervisors of the two institutions focus mainly on the context, process and product variables during the pedagogical supervision of the trainees of the 3rd, 4th and 5th year, while the program variables are also taken into account in the first and second year. At the end of the supervisions, only the internship notes produced by the supervisors' teaching reports are taken into account by the administration during the partial and final evaluations of the students. No didactic treatment of the content of the feedbacks is done with a view to improving the pedagogical training of future teachers.
Author Keywords: pedagogical supervision, internship, feedback, Physical Education and Sports.
Volume 26, Issue 1, April 2019, Pages 141–153
Agbodjogbe Basile1, Atoun Carlos2, Attiklemé Olivier3, Attiklemé Kossivi4, and Kpazaï Georges5
1 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
2 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
3 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
4 Laboratoire des didactiques des Disciplines (LDD), Université d’Abomey-Calavi, Benin
5 Groupe de Recherches en Évaluation des Compétences et Activité Physique et en Santé (GRÉCAPS), École des sciences de l’activité physique, Université Laurentienne, Sudbury (ON), Canada
Original language: French
Copyright © 2019 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 aim of this research is to analyze the pedagogical management system of students in Science and Technology of Physical and Sports Activities in initial training at the National Institute of Youth, Physical Education and Sports (INJEPS ) during their internships in secondary schools. From a reading grid composed of the systemic model of the intervention process of Dunkin and Biddle (1974) and that of Chevallard (1992), this study problematizes on the one hand the didactic fact based on the variables of context, program, process and product and on the other hand the concept of praxeology. It also seeks to understand the key variables in the pedagogical supervision process and how the INJEPS manages the feedback produced by the supervisors of the INJEPS and the Pedagogical Inspectorate. From the analysis of the results of the investigations, it emerges that the supervisors of the two institutions focus mainly on the context, process and product variables during the pedagogical supervision of the trainees of the 3rd, 4th and 5th year, while the program variables are also taken into account in the first and second year. At the end of the supervisions, only the internship notes produced by the supervisors' teaching reports are taken into account by the administration during the partial and final evaluations of the students. No didactic treatment of the content of the feedbacks is done with a view to improving the pedagogical training of future teachers.
Author Keywords: pedagogical supervision, internship, feedback, Physical Education and Sports.
Abstract: (french)
Le but de cette recherche est d’analyser le système d’encadrement pédagogique des étudiants en Sciences et Techniques des Activités Physiques et Sportives en formation initiale à l’Institut National de la Jeunesse, de l’Education Physique et des Sports (INJEPS) lors de leurs stages dans des établissements d’enseignement secondaire. À partir d’une grille de lecture composée du modèle systémique du processus d’intervention de Dunkin et Biddle (1974) et celui de Chevallard (1992), cette étude problématise d’une part le fait didactique à partir des variables de contexte, de programme, de processus et de produit et, d’autre part, du concept de praxéologie. Par ailleurs, elle cherche aussi à comprendre les variables déterminantes au processus de supervision pédagogique et la manière dont l’INJEPS gère les feedbacks produits par les superviseurs de l’INJEPS et de la Direction de l’Inspection Pédagogique. Il ressort, de l’analyse des résultats des investigations, que les superviseurs des deux institutions mettent essentiellement l’accent sur les variables de contexte, de processus et de produit lors de l’encadrement pédagogique des stagiaires de 3ème, 4ème et 5ème année, alors que les variables de programme aussi sont pris en compte en 1ère et 2ème année. A l’issue des supervisions seules les notes de stage produites par les rapports pédagogiques des superviseurs sont prises en compte par l’administration lors des évaluations partielles et terminales des étudiants. Aucun traitement didactique des contenus des feedbacks n’est fait dans la perspective d’améliorer la formation pédagogique des futurs enseignants.
Author Keywords: supervision pédagogique, stage, feedback, Education Physique et Sportive.
How to Cite this Article
Agbodjogbe Basile, Atoun Carlos, Attiklemé Olivier, Attiklemé Kossivi, and Kpazaï Georges, “FEEDBACK MANAGEMENT OF PEDAGOGICAL INSPECTIONS OF PRESERVICE SPORT AND PHYSICAL EDUCATION TEACHERS IN INJEPS - REPUBLIC OF BENIN,” International Journal of Innovation and Applied Studies, vol. 26, no. 1, pp. 141–153, April 2019.
