Mediterranean Journal of Education

Institutional supervision and teachers’ professional competency development in Public Senior Secondary Schools in Oyo State, Nigeria

2024-07-03T17:25:20+00:00

This study investigated institutional supervision and teachers’ professional competency development in public secondary schools in Oyo State, Nigeria. A descriptive survey method of research was adopted for the study. The study randomly selected 15 schools as the research sample and 20 teachers were selected from each school purposively making a total of 300 respondents in the study area. Data were obtained from the respondents through a self-designed questionnaire titled, ‘Institutional Supervision Questionnaire’ (ISQ) and ‘Teachers Professional Competency Development Questionnaire’ (TPCDQ). Mean and rank-order were used to answer the research question while Pearson product-moment correlation statistics was used to test the hypotheses formulated. All the formulated hypotheses were rejected. This revealed that there was no relationship between assistance in adjusting to challenge, facilitating conformance to policy and initiation of effective interaction and the teachers’ professional competency development. The study made the following recommendations amongst others; adherence to policies formulated by the Federal Government of Nigeria (FGN) on the educational system would go a long way in contributing to the educational advancement of the nation, supervisors should ensure adequate conformance to policy in such a way that it will influence teacher’s professional competency development.

Conceptions de l’immunité et perception de son enseignement chez des enseignants et des enseignantes des Sciences de la Vie et de la Terre

2024-07-03T17:25:20+00:00

The teaching of biological concepts, particularly the immunity of the organism, presents significant challenges for Life and Earth Sciences (LES) teachers in secondary school. These challenges are due to the complexity of the concepts themselves, as well as the need to integrate knowledge from different scientific disciplines. Teachers' conceptions of the notions taught, their understanding of science and their professional role, as well as the environment in which they work, can influence how they approach the teaching of immunity. In this research, we aim to highlight the conceptions of LES teachers regarding the immunity of the organism and to identify the difficulties they encounter in teaching this biological function at the secondary level. We proceeded with a qualitative content analysis approach of the data collected through semi-structured interviews with these teachers. Conceptualization errors are identified, and various types of difficulties are recognized.

Pédagogie de la classe inversée dans la pratique enseignante peut être une pratique efficace pour la motivation et l’encouragement des apprenants à apprendre et à la créativité

2024-07-03T23:16:55+00:00

This article is part of the field of university teaching/learning of didactics (as an example) to students in the 1st year education and teaching section in Tunisia, of which the models proposed by didactic research are numerous. We have chosen the inverted classroom model, the contribution of which consists in the fact that it opens the door to creativity during all teaching practices. Thus, and starting from this last idea, we began an experiment with a sample of five groups of 30 students. This study consisted of comparing the learners' acquisition performance during a session using the flipped classroom model and their performance during a session using the usual classroom model. But what is flipped teaching? How is it practiced in class? And how can it help us make our students more creative? The objective of our work aims, on the one hand, to describe the nature and functioning of this new educational approach based on a comparative study of teaching – learning with the educational approaches usually used in class. And on the other hand, through an initial qualitative approach, to examine the real impact on student learning.