Qualité de supervision pédagogique à l'ère du numérique et développement professionnel en tic des enseignants de la faculté des sciences de l'éducation (FSE) de l’université de Garoua

Abstract

This study is entitled Quality of Educational supervision in the digital age and professional development of ICT teachers at the Faculty of Educational Sciences at the University of Garoua. The interest of this study is justified by several observations: digital technology offers several educational advantages allowing the educational supervision chain to improve its educational practices. However, the implementation of these technologies requires a minimum of skills on the part of the actors as well as certain technical and methodological conditions. This dissertation aims to analyze the quality of the implementation of the insertion of information and communication technologies into educational practices at the Faculty of Educational Sciences of the University of Garoua. The problem posed by this study is that of poor professional development due to insufficient educational supervision in ICT. To achieve this objective, a mixed methodology (qualitative and quantitative) was used to study pedagogical supervision in the digital age in the professional practices of teachers in the Faculty of Educational Sciences at the University of Garoua. . We therefore used an interview guide and a questionnaire integrating open and closed questions that we addressed to 43 teachers. The results from this research were analyzed using a Pearson correlation analysis which seems more appropriate to this study. These Pearson correlation results present the following data: (r=0.564, p= 0.002 ˂0.05), (r=0.602, p= 0.007 ˂ 0.05), (r=0.731, p= 0.003 ˂ 0 .05) which thus allows us to validate our hypotheses for a conclusion which recommends the harmonization of the educational approach at the faculty level, the implementation of proposals to improve the quality of the implementation of professional development, in order to enable teachers to be better equipped and technically competent in ICT. These results therefore contribute to the training of competent and confident teachers in the more dynamic use of ICT.