Sane, Mamadou Vieux Lamine (2022) Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar. British Journal of Education, 10 (5). pp. 40-58. ISSN 2054-6351, 2054-636X
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Abstract
The purpose of this article is to identify characteristics of the work situation that could encourage or increase the commitment of teachers and curriculum is defined according to two modalities characterizing the organization of teaching work in the school facility: cellular versus integrated. A process for evaluating teachers' and school administrations' conceptions is then developed with reference to this organization of school career paths. The empirical study focuses on 5 primary school teams trained for three years in the development and evaluation of their collective arrangements. An analysis of the responses (N == 64) to a questionnaire enabled us to compare the trainees' conceptions with those of other teachers. The results show that the tested system modifies the perceptions of the practitioners in order to better take into account the inputs of the two professional groups (teachers and principals) involved in the curriculum, the diversity of the learners and the inclusion of a personal practice improvement dynamic.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | teacher, curriculum, assessment, school administration |
| Subjects: | L Education > L Education (General) |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 23 May 2022 10:16 |
| Last Modified: | 23 May 2022 10:16 |
| URI: | https://tudr.org/id/eprint/479 |
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