English Language Teachers’ Profile Identification in Benin Secondary Schools

Abstract

The aim of this survey is to settle a mechanism for English teachers’ profile identification at the step of in-service by comparing the processes at work in secondary schools and even the experiences which affect systematically their pedagogical performances. This work investigated the potentialities and the characteristics of the qualification of appointed English teachers in Benin secondary schools, that means their professional profile identification. Most of the relevant literature addresses the identification of English teachers profile, but very little research has examined this process in Benin as a French speaking country. Questionnaires, interviews and class visits are appropriate study means to the process of identification. Fifty (50) learners from a variety of schools and thirty (30) teachers of English were selected for the survey. The findings revealed that teachers have fundamental roles and responsibilities since they are appointed in classes. Also, it was demonstrated that teachers’ profile identification contributed to their performance in learning situations and consequently to improve learners’ outcomes.

Cuvinte-cheie: professor englez, profil, identificare, Benin, şcoli de cultură generală

REZUMAT

Scopul sondajului prezentat în articol este de a stabili un mecanism de identificare a profilului profesorilor de limba engleză la etapa de in-service prin compararea proceselor de lucru în școlile secundare și chiar a experiențelor care afectează sistematic performanțele lor pedagogice. Acest articol înglobează cercetarea potențialităților și a caracteristicilor calificării profesorilor de engleză, angajaţi în școlile secundare din Benin, adică identificarea profilului lor profesional. Majoritatea literaturii relevante ce ţine de tematica dată se referă la identificarea profilului profesorilor de engleză, dar foarte puține cercetări au examinat acest fapt în Benin, ca țară vorbitoare de franceză. Chestionarele, interviurile și vizitele la clasă sunt mijloace de studiu adecvate procesului de identificare. Cincizeci de elevi din diferite școli și treizeci de profesori de engleză au fost selectați pentru sondaj. Constatările au relevat faptul că profesorii au roluri și responsabilități fundamentale, deoarece sunt numiți în clase. De asemenea, s-a demonstrat că identificarea profilului profesorilor a contribuit la performanța acestora în situațiile de învățare și, în consecință, la îmbunătățirea rezultatelor elevilor.

LANGUAGE OF PUBLICATION

English

UDC: 811.111(072.8)

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Received: July 16, 2024 | Reviewed: July 28, 2024 | Accepted for publication: October 1, 2024

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