La formation des formateurs aux technologies éducatives comme vecteur d’amélioration de la qualité de l’offre de formation professionnelle et technique au Sénégal : cas du Lycée d’enseignement technique et de formation professionnelle de Thiès
What are the current uses of ICT in vocational and technical training by trainers in Senegal And what are their training needs? To answer these questions, our case study was conducted with 38 teachers in the five vocational streams of the Technical and Vocational Training High School in Thiès. A survey questionnaire administered to 45 teachers collected the data used as a basis for answering the research questions. The analysis and interpretation of these data was done with reference to the theoretical framework with a reference integration model, the ASPID model. These data revealed that the teachers who participated in this study are divided between the level of adoption and the level of substitution of the ASPID model. Nevertheless, the study revealed that the lack of mastery of the competency-based approach by some trainers, with only 45% who claim to have a good mastery of the pedagogical approach. This could put some teachers in the deterioration phase of the ASPID model because the use of technologies is not in line with the content of the standards. This could greatly accentuate the educational gaps due to the misuse of technologies in the school context. In addition, the discussion helped to support the areas of individual capacity building for teachers through the definition of the skills to which teachers should be trained in order to make good progress in the progress and innovation phases of the ASPID model.
technologies teacher training quality of the training offer competence based approach professional training educational integration learning situation; ASPID model Africa