Cohérence des actions de supervision pédagogique de proximité et développement professionnel : analyse de la relation entre le global et le local au sein du système éducatif

Abstract

Pedagogical supervision is a key factor in the personal and professional development of teachers, as it enables the improvement of the acquisition of professional knowledge and the choice of teaching strategies. Regardless of whether the approach is technocratic (top-down), sociopolitical, or anthropo-situational (bottom-up), a teacher cannot be considered effective simply because they are included in a supervision process. Indeed, for the supervised teacher to become truly autonomous in classroom practices, supervision must be proximity-based, meaning it must address the teacher’s actual professional needs. The main objective of this study is to analyze the factors associated with proximity-based pedagogical supervision that account for the professional development of teachers. To achieve this goal, the research adopted a comprehensive paradigm, using a qualitative design and semi-directive interviews as a data collection tool, addressed to certain officials in the Ministry of Basic Education, including inspectors and primary school principals. The main findings show that pedagogical supervision activities are effectively carried out in the field, but their coherence remains limited furthermore, the indicators of professional development are insufficiently taken into account in the observed supervision practices.