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

Dotou Johannes Assogba, Arlette Viviane Hounhanou, Innocent Sourou Koutchadé

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

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v6i3.4497

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