Professionalization engineering as a lever for improving the pedagogical supervision of primary school teachers in the Moungali 2 district of Brazzaville
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In a Congolese educational context marked by pedagogical supervision practices that are still largely prescriptive, this study explores the contribution of professionalization engineering to improving the skills of primary school teachers.
It is based on an experiment conducted in the Moungali 2 district, notably in the SOPROGI A and B and Moukondo A and B schools in Brazzaville.
The research compares two groups of teachers, one trained in this engineering, the other not, on their ability to adapt their practices, overcome field constraints and promote transferable learning.
The results show that trained teachers develop more contextualized, reflective and effective practices, both for their professional development and for student performance. The study concludes that professionalization engineering is a strategic lever for rethinking pedagogical supervision with a view to the sustainable professionalization of educational players.
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Copyright (c) 2025 MOUSSAVOU Guy Joseph, DZOMA Hygien
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