Frankofon Afrika Ülkelerinde Görev Yapan Öğretmenlerin Eğitim Gereksinimlerinin Analizi

Yıl 2024, Sayı: 59, 222 - 248, 29.03.2024

Oktay Cem Adıgüzel Rıdvan Elmas Derya Atik Kara Merve Adıgüzel Ulutaş İrem Nur Akkan

https://doi.org/10.53444/deubefd.1352373

Öz

Frankofon Afrika ülkelerinde eğitim gereksinimlerinin yönetici ve öğretmen görüşleri ile belirlenmesi Frankofon eğitim sisteminin uygulamadaki durumunun anlaşılması bakımından önemlidir. Bu çalışmada da Frankofon Afrika bölgesindeki özel eğitim kurumlarında aktif olarak görev yapmakta olan yönetici ve öğretmenlerin mevcut eğitim süreçlerine yönelik görüşleri temelinde eğitim sorunları ve gereksinimlerinin belirlenmesi hedeflenmiştir. Araştırmada veriler nitel veri toplama araçlarından odak grup görüşmeleri ile toplanmıştır. Araştırmanın çalışma grubunu Frankofon 18 Afrika ülkesinden 48 yönetici ve öğretmen oluşturmaktadır. Araştırma kapsamında veri toplanan 48 katılımcının 28’i ilgili ülkelerdeki özel okullarda görev yapan yöneticilerden, 20’si ise okullarda öğretmen olarak görev alan yerel katılımcılardan oluşmuştur. Verilerin toplanmasında yarı yapılandırılmış odak grup görüşmelerinden yararlanılmıştır. Odak grup görüşmeleri Mali’de gerçekleştirilen çalıştay sürecinde yüz yüze gerçekleştirilmiştir. Elde edilen veriler MAXQDA nitel analiz programıyla betimsel analize tabi tutulmuştur. Araştırma sonucunda öğretmen eğitimi, uygulamadaki farklılıklar, çok dilli programlar gibi çeşitli sorun alanları ortaya çıkmış ve eğitici eğitimlerinin en önemli gereksinim alanlarından biri olduğu, özellikle öğretmenlerin mesleki bilgi, beceri, değer ve tutumlarının geliştirilmesi yönünde eyleme geçilmesi gerektiği sonuçlarına ulaşılmıştır. Araştırmanın sonucunda öğrenci merkezli eğitimin gerekliliği ön plana çıkmıştır. Öğrenci merkezli eğitimin yaygınlaşmasında ülkelerde uygulanan ölçme ve değerlendirme yöntemlerinin bir engel olarak görüldüğü tespit edilmiştir.

Anahtar Kelimeler

Frankofon Afrika ülkeleri, eğitim gereksinimleri, öğretmen yeterlilikleri

Analysis of Educational Needs of Teachers Serving in French-Speaking African Countries

Öz

The determination of needs within the educational processes of Francophone African countries, as ascertained from the viewpoints of administrators and teachers, is crucial for comprehending the practical implementation of the Francophone system. This research endeavors to identify educational problems and needs on the basis of the opinions of the administrators and teachers who are actively working in private education institutions in the Francophone African region. Aligned with the study's objectives, a series of focus group interviews were undertaken to elucidate the perspectives of teachers and administrators, thereby uncovering their respective needs The sample consists of 47 administrators and teachers from 18 African countries working in a medium schools. Out of the 47 participants, 27 were administrators and 20 were local teachers working in private schools in their respective countries. Semi-structured focus group interviews were conducted to collect data. The research data were collected through face-to-face interactions during a workshop in Mali. Descriptive analysis techniques were employed to analyze the data using the MAXQDA software. The research outcomes indicate that various problem areas such as teacher education, differences in practice, multilingual programs have emerged, and teacher training is a critically important domain requiring attention, specifically enhancing teachers' professional knowledge, skills, values, and attitudes. The research also emphasized the significance of student-centered education. It was found that high-stakes examinations implemented in these countries impede the widespread adoption of student-centered educational practices

Anahtar Kelimeler

French-speaking Africa, education needs, teacher competencies

Analyse des besoins éducatifs des enseignants dans les pays francophones d'Afrique

Öz

La détermination des besoins éducatifs des pays francophones d'Afrique, du point de vue des gestionnaires et des enseignants, est cruciale pour la compréhension de la mise en œuvre pratique du système francophone. Cette recherche s'efforce d'identifier les problèmes et les besoins éducatifs en se basant sur les opinions des gestionnaires et des enseignants qui travaillent activement dans des écoles privées de la région de l'Afrique francophone. Conformément aux objectifs de cette étude, une série d'entretiens de groupe a été réalisée afin d'élucider les perspectives des enseignants et des gestionnaires, et ainsi de découvrir leurs besoins spécifiques. L'échantillon est composé de 47 gestionnaires et enseignants originaires de 18 pays africains. Parmi les 47 participants, 27 étaient des directeurs et 20 étaient des enseignants locaux travaillant dans des écoles privées de leur pays de résidence respectif. Des entretiens semi-structurés en groupe ont été menés pour recueillir les données. Les données de la recherche ont été collectées lors d'interactions en face à face lors d'un atelier au Mali. Des techniques d'analyse descriptive ont été utilisées pour analyser les données à l'aide du logiciel MAXQDA. La recherche a permis de mettre en évidence divers problèmes tels que la formation des enseignants, les différences de pratiques, et les programmes multilingues. Il en ressort que la formation des enseignants est l'un des domaines les plus importants, nécessitant des mesures visant à améliorer les connaissances, les compétences, les valeurs et les attitudes professionnelles des enseignants. La recherche a mis l'accent également sur l'importance d'une éducation centrée sur l'élève. Il a été constaté que les examens à enjeux élevés mis en œuvre dans ces pays empêchent l'adoption généralisée de pratiques éducatives centrées sur l'élève.

Anahtar Kelimeler

Afrique francophone, besoins en éducation, compétences des enseignants

Kaynakça

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