EMPOWERING BENINESE EFL TEACHERS FOR PROFESSIONAL DEVELOPMENT THROUGH EFFECTIVE SUPERVISORY WORKS: CASE STUDIES OF OUÉMÉ AND PLATEAU REGIONS, BENIN / RENFORCEMENT DES CAPACITES DES PROFESSEURS D’ANGLAIS DU BENIN POUR LE DEVELOPPEMENT PROFESSIONNEL PAR LES ACTIVITES DE L’INSPECTION PEDAGOGIQUE : ETUDE DU CAS DES DEPARTEMENTS DE L’OUEME ET DU PLATEAU, BENIN

Autori

  • Dotou Johannes Assogba Université d’Abomey-Calavi, Benin
  • Arlette Viviane Hounhanou Université d’Abomey-Calavi, Benin
  • Innocent Sourou Koutchadé Université d’Abomey-Calavi, Benin

DOI:

https://doi.org/10.46827/ejfl.v6i3.4497

Parole chiave:

inspectors, education system, professional development, classroom situation, Benin

Abstract

Inspectors are required to design activities that focus on quality insofar as teaching is concerned. The purpose of this work consists in raising the highest pedagogical institution’s awareness of its prominent role and the immediate actions to take in order to positively impact the education system as a whole with specific regard to EFL teachers’ classroom performances in the secondary schools in Ouémé and Plateau district in Benin. The paper also aims to have their teaching practice improved and thereafter allow them to reach professional development for the benefit of their students. The study has then identified specific activities to be carried out and implemented by the target teachers in a classroom situation. To find out the type of activities that can be carried out to reach the study’s purpose, instruments that made it easy to collect data have been displayed, analysed and discussed. The analysis and discussion of the results have brought about the justification of the three hypotheses formulated in the study. All this was done on the basis of a properly described procedure that resulted in the findings of the study which revealed that the poor academic achievement of numerous students of the target region is due to their teachers’ pedagogical weakness. It has been suggested that inspectors should then train, coach and accompany those teachers through purposely selected activities.

 

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Biografie autore

  • Dotou Johannes Assogba, Université d’Abomey-Calavi, Benin

    Dotou Johannes Assogba is a secondary senior teacher. His thirst for better pedagogical practices led him to pass the Inspectors’ Training School (EFPEEN) entrance test in 2013. After two years’ training in Benin, Belgium as well in France, he became an Inspector of Secondary Education and was transferred to the DIPIQ. A close collaborator of the Pedagogical Head Inspector of Plateau since 2018, he is also the Head of Ouémé Regional Examination Board (C/SEC). As a doctoral student at the University of Abomey-Calavi, he has undertaken a research work on the education quality in Benin with special regard to EFL teachers’ Empowerment and Professional development.

  • Arlette Viviane Hounhanou, Université d’Abomey-Calavi, Benin

    Dr. Innocent Sourou Koutchadé is a Professor of English Applied Linguistics at the University of Abomey-Calavi. He is currently the Head of Department of Anglophone Studies at the Post-Graduate School of Humanities and Social Sciences and the Editor-in-Chief of Revue Internationale de Linguistique Appliquée, de Littérature et d’Education (RILALE). His areas of research include Stylistics, Sociolinguistics, Systemic Functional Linguistics, Didactics, Pragmatics, and Discourse analysis.

  • Innocent Sourou Koutchadé, Université d’Abomey-Calavi, Benin

    Dr. Arlette Viviane Hounhanou is a Senior Lecturer of English Linguistics at the University of Abomey-Calavi. She holds a Master degree at Florida University. She attended national and international conferences on education. Her areas of research are on educational leadership, evaluation, learning styles and strategies, transformative education, instructional materials and inclusion. She is currently the Head of English Department at Adjarra Campus.

Riferimenti bibliografici

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Pubblicato

2022-10-22

Fascicolo

V. 6 N. 3 (2022)

Sezione

Articles

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