[ Gestion de classe en contexte du COVID-19: Quelles sont les perceptions des enseignants des sciences du secondaire au Bénin ? ]
Volume 36, Issue 3, June 2022, Pages 842–850
Raphael Razacki Kelani1
1 Ecole Normale Supérieure de Natitingou, Université Nationale des Sciences, Technologies, Ingénierie et Mathématiques, 01 BP 9279 Porto-Novo, Benin
Original language: French
Copyright © 2022 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 COVID-19 pandemic has caused the loss of several human lives and the global transformation of education systems throughout the world. It resulted to the fast transition of face-to-face teaching to distance education, especially in the developed countries, to prevent the dissemination of the pandemic among the students. However, because of the requirements and challenges of the online classes, the face-to-face courses had been restored with several restrictions. The objective of this research is to explore the perceptions of secondary school science teachers regarding the classroom management after the period of the confinement. The qualitative data have been received through individual and focus group interviews with six professors certified (mathematics, physics, chemistry and technology and life and earth sciences) and three of their pedagogical counselors. Regarding the barrier measures and other imposed restrictions, the results have pointed up the difficulties of the classroom management relating to the factors such as: classroom climate, communication, cooperation, physical organization of the class, conduct of practical work, management of behaviors and discipline and reduction of the feeling personal and professional efficacy. Concerning the convenient pedagogical practices that can help them to teach better, participants requested the implementation of professional development programs, related to the differentiated pedagogy and offered suggestions toward secondary school decision makers.
Author Keywords: COVID-19, classroom management, secondary school teaching, perception, Republic of Benin.
Volume 36, Issue 3, June 2022, Pages 842–850
Raphael Razacki Kelani1
1 Ecole Normale Supérieure de Natitingou, Université Nationale des Sciences, Technologies, Ingénierie et Mathématiques, 01 BP 9279 Porto-Novo, Benin
Original language: French
Copyright © 2022 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 COVID-19 pandemic has caused the loss of several human lives and the global transformation of education systems throughout the world. It resulted to the fast transition of face-to-face teaching to distance education, especially in the developed countries, to prevent the dissemination of the pandemic among the students. However, because of the requirements and challenges of the online classes, the face-to-face courses had been restored with several restrictions. The objective of this research is to explore the perceptions of secondary school science teachers regarding the classroom management after the period of the confinement. The qualitative data have been received through individual and focus group interviews with six professors certified (mathematics, physics, chemistry and technology and life and earth sciences) and three of their pedagogical counselors. Regarding the barrier measures and other imposed restrictions, the results have pointed up the difficulties of the classroom management relating to the factors such as: classroom climate, communication, cooperation, physical organization of the class, conduct of practical work, management of behaviors and discipline and reduction of the feeling personal and professional efficacy. Concerning the convenient pedagogical practices that can help them to teach better, participants requested the implementation of professional development programs, related to the differentiated pedagogy and offered suggestions toward secondary school decision makers.
Author Keywords: COVID-19, classroom management, secondary school teaching, perception, Republic of Benin.
Abstract: (french)
La pandémie du COVID-19 a causé la perte de plusieurs vies humaines et la transformation globale des systèmes éducatifs à travers le monde. Ceci a résulté à la rapide transition des cours présentiels à l’éducation à distance, surtout dans les pays développés, pour empêcher la dissémination de la pandémie parmi les apprenants. Cependant, à cause des exigences et défis de ces cours à distance, des cours présentiels ont été restaurés avec plusieurs restrictions. L’objectif de cette étude est d’explorer les perceptions des enseignants des sciences de l’enseignement secondaire vis-à-vis de la gestion de classe (GC), à la reprise des cours en présentiel, juste après le confinement. Les données qualitatives ont été obtenues à travers des interviews individuelles et de focus groups avec six professeurs certifiés des sciences (mathématiques, physique, chimie et technologie et sciences de la vie et de la terre) et trois de leurs conseillers pédagogiques. Au regard des mesures barrières et autres restrictions imposées, les résultats ont mis en exergue des difficultés de GC relatives à des facteurs qui ont pour nom: climat de classe, communication, coopération, organisation physique de la classe, conduite des travaux pratiques, gestion des comportements et de la discipline et diminution du sentiment d’efficacité personnelle et professionnelle. Comme pratiques pédagogiques conséquentes pouvant les aider à mieux enseigner, les participants ont sollicité le développement des programmes de développement professionnel, relatifs à la pédagogie différenciée et ont fait des recommandations à l’endroit des autorités administratives de l’enseignement.
Author Keywords: COVID-19, gestion de classe, enseignement secondaire, perceptions, République du Bénin.
How to Cite this Article
Raphael Razacki Kelani, “Classroom management in the context of the COVID-19: What are Benin secondary schools sciences teachers’ perceptions ?,” International Journal of Innovation and Applied Studies, vol. 36, no. 3, pp. 842–850, June 2022.
