Within the framework of the cooperation project between Inspé and ENSETP of UCAD (Dakar), financed by the Erasmus+ international credit mobility programme (MIC Senegal 2019/2020), two doctoral students have been on mobility at Inspé since January 2020.
Mandir DIAKHATE, teacher-researcher at the Ecole Normale d'Enseignement Technique et Professionnel (ENSETP) of the Cheikh Anta Diop University of Dakar (UCAD). Enrolled in Doctorate in Education and Training on 23 January 2020 at the Faculty of Science and Technology in Education and Training (FASTEF).
The scope of my thesis work is based on the "Analysis of the development and dynamics of skills among trainers involved in distance learning in the Engineering and Training Consultancy Programme (ICOF) at ENSETP in Dakar".
For the past four months my research has focused on reviewing the literature in order to better present the problematic and the theoretical framework. We had spotted and listed several titles, authors, books and articles in order to get down to work in parallel with our courses at the institute when suddenly a decision to close the university was taken by administrative officials from the political authorities. The disease named strass cov 2 which started in China in the Huan region according to some sources, killing several people, spread very quickly in Europe and the rest of the world. As a precautionary measure, the French authorities decided to suspend many other activities and installed containment to better contain the situation.
This decision taken by France on Sunday 14 March 2020 was noted almost everywhere in the world. Africa followed right after Europe although the contaminations observed were not as dramatic compared to what could be observed in Europe and the United States.
This period of research found us in Marseille in this situation of confinement following the advent of the Covid-19 pandemic which occurred in an unexpected manner, forcing the educational authorities to order the closure of all schools and educational and training institutes in order to avoid groupings of people who could contribute to the more rapid spread of the corona virus.
This change led the heads of these institutions to automatically fall back on training and teaching in line with the obligatory use of NICTs as mediation tools to avoid grouping and direct contact as a recommended measure to mitigate or slow down the spread of the pandemic, which was raging at an unexpected speed.
The adoption of this modality following the change of situation by a good number of schools and institutes in the world reinforces the choice of our theme. This adopted solution shows that the subject is topical and that ENSETP has been able to position itself in time by trying to anticipate and adapt in these situations of change and constraints.
In 2008, ENSETP started the ICOF training in face-to-face sessions. But constraints were not lacking in this first modality, with the consequences of the abandonment of some auditors because they were unable to continue to support the financial effort to which they were subject and low staffing levels due to the distance between the place of work and the place of training. It was also noted that some professional staff members who were called upon to travel in the Territory as part of their work were not assiduous enough and had excessive workloads that could have repercussions on their work ergonomics. It was also noted that the registrants came only from Dakar. However, with a growing demand and in view of the restrictive conditions mentioned above, the project team took the decision to try to further democratize the chances of access to this Master's degree with the adoption of distance learning from 2017 onwards.
To this end, we thought that a new teaching modality such as distance learning would be beneficial to overcome certain difficulties related to the displacement of these agents. To this end, our ambition in this thesis is to understand the dynamics of the skills developed by the ENSETP trainers involved in the ICOF programme which is entirely distance learning since 2017.
We rely on the theory of professional didactics (Pastré), activity theory (Piaget, Savoyant) and situation theory (Brouseau, Percier, Wagemann and Kuzniak) to approach the structuring of a competence in the trainer in a distance learning modality. Through operational invariants, schemas, concepts in the form of tools and concrete or abstract objects, as well as their relationships, we will identify their properties and functions in order to deduce the theoretical knowledge as well as the practical knowledge that will be derived from them.
Bounama MBENGUE is a doctoral student in Education-Training in mobility at the Inspé de Saint Jérôme between January and May 2020. He was a primary school teacher and then a professor of modern literature. Currently, he is a trainer at the Regional Centre for the Training of Education Personnel (CRFPE) in Dakar/Senegal. The CRFPE is in charge of in-service training for teachers in middle-secondary education and initial training for primary school teachers.
Bounama MBENGUE is interested in the didactics of reading and writing, teaching practices and skills-based approach in the teaching of French. For the past two years, he has been conducting research on in situ teaching practices to analyze the professional actions of teachers that are likely to make students competent in reading and writing production in the secondary cycle. Based on the theory of joint action in didactics (Sensevy, Mercier), his ambition is to describe the activity of teachers in interaction with their students. Its theoretical framework is enriched by elements drawn from situation theory (Brousseau), the model of didactic gestures (Boucheton and Duzetter), and that of the GRAFE (Bronckart and Dolz, Scheneuwly). From a methodological point of view, it is part of an ethnographic perspective based on data from observations and interviews with effective teachers in the sample whose practices are filmed and then described using observation grids and analysed with Transana software. In addition, in this research, quantitative data from both the tests administered to students (pre-test and post-test) and the questionnaire administered to them are analyzed from the point of view of descriptive statistics in order to measure the effect of socio-cultural factors on their level of competence.