Professional Development for Primary School Teachers in Madagascar : Around Teachers' Network <Special Issue : Study results of the Africa-Asia university dialogue for educational development network second phase>

Raholdina-Razafimbelo Judith

Razafimbelo Celestin

Ramanitra Narisoa

Andrianavalonirina Maminiaina Alex

Ratompomalala Harinosy

Rajonhson Lina

Razanakolona Daniel

国際教育協力論集

Journal of International Cooperation in Education

[PISSN] 1344-2996

[EISSN] 1344-7998

[NCID] AA11281847

In Madagascar EFA Plan of 2007, primary school teacher pre-service training was abandoned; it was replaced by in-service training. In addition to the inservice training implemented twenty years ago called "Pedagogical days" (JP), the "Teachers' Networks" were created to cater for the profession development of neophyte teachers who have been massively recruited by parents' associations (FRAM), but not excluding experienced teachers. A study was conducted to analyze the teachers' network program, and to shed light on the contributions of the teachers' network as a collaborative learning device.

Questionnaires, supplemented by interviews, were submitted to regional education officials and key actors involved directly in schools. Although "collaboration" is not really apparent in JP as there is neither voluntary work per se, nor symmetry criteria, "collaborative learning" can be observed in Teachers' Networks and is appreciated by FRAM teachers. In fact, the findings reveal significant complementarities between JP and "Teachers' Networks".

Education [ 370 ]

eng

広島大学教育開発国際協力研究センター

Copyright (c) 2013 「国際教育協力論集」編集委員会

[ISSN] 1344-2996

[NCID] AA11281847