Dutch Inspectorate of Education

This work aims to contribute to the improvement of the teaching of geological maps and cross-sections in the second-year science classes (1st C and 1st D) of upper general secondary education schools in Niger, particularly in the city of Tahoua. Twenty-four Life and Earth Sciences teachers who are used to holding second-year science classes in fifteen public and private establishments (High school, SEC, PSC) are subjected to a questionnaire. The results of this study showed that the teaching of geological maps and cross-sections is faced with several difficulties. Indeed, 75% of teachers have insufficient initial and/or continuing training on geological maps and cross-sections. 87.50% of teachers highlight the lack and/or insufficiency of teaching resources necessary to deal with this theme, hence a massive use of the internet to prepare lessons. Further-more, this study showed that teachers have shortcomings in mastering the content to be taught because only 50% know how to correctly read a geological map, 12/24 teachers do not master the construction of a geological cross-sections and a significant number of teachers (37.50%) surveyed are unaware of the usefulness of geological maps and cross-sections. As a result, 50% of teachers are not able to apply the didactic approach (ASEI/PDSI) recommended for science teaching in Niger. To address these shortcomings, recommendations were made: the selection of teacher profiles adapted to these classes, continuous training, the development of appropriate textbooks, and the use of Information and Communication Technologies for Education (ICTE).

ABSTRACT Teacher educators are pivotal in shaping how the educational field approaches matters of diversity and social inequality. This study addresses the lack of quantitative research in this topic by developing and validating a survey instrument to assess teacher educators’ diversity-responsive practices. Specifically, exploratory factor analysis, confirmatory factor analysis, and reliability analyses were performed on data collected from higher education-based teacher educators in Flanders (n = 362). The resulting instrument comprises 40 items divided over seven distinct scales. Additionally, insight into Flemish teacher educators’ practices is provided, advancing conversations between policymakers at the national and institutional level about possible strengths and potential areas for growth. In conclusion, this study adds to the literature, (a) methodologically, by providing a new measurement instrument that can be translated to other contexts; (b) empirically, by deepening our understanding of Flemish teacher educators’ diversity-responsive practices; and (c) practically, by facilitating potential (self-) reflection to inform professional development choices.

ABSTRACT By preparing the future teachers, teacher educators impact how the educational field approaches diversity. Yet, their crucial role is often overlooked in educational literature. The limited knowledge on the practices teacher educators can implement, regardless of their (teaching) assignments, has not yet been synthesised. This systematic literature review fills this gap. Following PRISMA guidelines, two databases were screened (n = 268). Thematic analysis of the selected articles (n = 57) led to the development of a conceptual framework comprising five key clusters of teacher educators’ diversity-responsive practices (TE-DIP): challenging student teachers’ frames of reference, creating inclusive learning environments, explicit modelling of diversity-responsive practices, challenging one’s own frames of reference, and raising societal responsiveness to diversity. To complete the TE-DIP framework, the cluster creating safe learning environments was added as a precondition to the first two clusters. This framework provides a common language for educators, policymakers, and researchers , inspiring targeted professional development initiatives.

The aim of this study was to explore the issues, realities and challenges regarding the provision of special needs education in Matabeleland North Province of Zimbabwe. Inclusive Education Provision is making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. The literature pointed on limited resources, including funding, specialized staff, assistive technologies and accessible facilities as in existence in rural schools. Teachers’ preparedness has been put to question in Matabeleland schools as they seem to lack the necessary training to effectively teach students with diverse needs in their schools. The research was exploratory as no attempts were made to establish causal relationships and guided by the qualitative approach. A case study design was used to collect, present and analyse data. The population included purposively selected special schools and schools with special classes, resource units, integrated classes and inclusive classes in Matabeleland North Province. Purposive sampling was preferred and representative sample composed of ten school heads, five specialist teachers and ten parents. Open-ended questionnaires and structured interviews were used to collect and gather data respectively. The study concluded that schools have made attempts in enhancing inclusive education provisions in Matabeleland North Province, although it is important to note that there are still challenges and areas for improvement. For successful inclusion, it was concluded that the Provincial Education Office requires a comprehensive approach that involves addressing attitudinal barriers, providing adequate resources and training, promoting collaboration and ensuring accessible environments as there is no commitment to continuous improvement and on-going dialogue among all stakeholders involved in the education of students with special educational needs. The study recommended that schools need to foster an inclusive school culture that values diversity, inclusivity and respect for all students without discriminating them. It was also recommended that schools need to involve parents and the community in the inclusive education processes.

En la celebración del 175 aniversario de la creación del cuerpo de Inspectores de Educación se presenta la oportunidad de ofrecer unas líneas del que desarrollar, desde la normativa básica, un código deontológico para sus miembros. El autor presenta esta propuesta abierta y que plantea que deberá ser consensuada y asumida personalmente y por cada unidad de gestión como herramienta para fortalecer los criterios de gobernanza y el compromiso con la calidad del sistema educativo, último objetivo de la labor de los inspectores de educación, que es finalmente trabajo para fortalecer el futuro de la sociedad. Desde una investigación personal y con la consulta de las fuentes pertinentes de carácter normativo, académico, histórico y comparado se presenta una propuesta de ocho líneas sobre las que construir tanto un código deontológico, como su correspondiente código de conducta. Aunque la intención es dotar de estabilidad temporal a la propuesta, como elemento fundamental del denominado como ADN de la Inspección de Educación, no se nos escapa que la propia Inspección tiene como finalidad servir a la sociedad, en constante proceso de progreso y readaptación, por lo que la propuesta, que consideramos coherente en este momento, debe ser objeto de evaluación y podría ser susceptible de ampliaciones o ajustes. En este sentido nos remitimos a la afirmación de González Vila (2000, p. 85), «la Inspección será sustancialmente la misma o no será».

Les professeurs des écoles, durant leurs deux premières années d’exercice, bénéficient d’un dispositif de formation accompagnant leur entrée dans le métier. Dans ce cadre, les conseillers pédagogiques formateurs d’enseignants du premier degré organisent des visites conseils dans les classes. Lors d’une visite-conseil, le formateur se rend sur site, observe une ou plusieurs séquences d’enseignement puis s’entretient avec l’enseignant néotitulaire afin de l’aider à analyser sa pratique et le conseiller. Après cet entretien, un formulaire de visite-conseil est transmis à l’observé.e mais aussi, le plus souvent, à l’autorité hiérarchique.Cette rédaction relève de l’usage. Il n’y a pas d’instruction à ce sujet. La forme du document n’est pas stabilisée, interdisant a priori de parler de genre discursif. La dénomination varie même d’un conseiller à l’autre. Le formulaire de visite-conseil est donc un écrit professionnel à géométrie variable, qui participe au processus de formation des enseignants débutants sans avoir le statut d’un écrit formatif officiel.Comment fonctionne l’intention formative à l’œuvre dans ce type d’écrit ? Par des relevés de marques discursives, on identifiera différentes constantes assurant l’émergence de deux postures principales de conseil ayant des échos en sciences de l’éducation.

In this paper, we develop an open-ended approach to evaluating students’ citizenship competences. We aim to give students the opportunity to describe what citizenship means for them in personally relevant contexts. We developed three rubrics relevant to students’ citizenship in daily life. Students in grade 10 and 11( Mage = 16) evaluated their competences or completed an assignment which was assessed using rubrics. The results show that for both approaches, the majority of students were able to provide relevant input pertaining to their citizenship competences. However, students’ explanations were often brief, limiting the personal context they provided and the extent to which they demonstrated higher levels of proficiency. This study shows that employing rubrics for an open-ended approach to assessing citizenship competences shows promise in allowing students to share and elaborate upon their experiences and viewpoints, but more focus is needed on improving the quantity and quality of student input.