Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441890
Title: Information and communication technology and initial English language teacher education in Gabon
Author: Mouvogny, Lié Patrick.
ISNI:       0000 0001 3428 1902
Awarding Body: University of Brighton
Current Institution: University of Brighton
Date of Award: 2007
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Abstract:
Gabon needs to place greater priorities on developing its human resources. It needs to focus on strategies to increase access to and improve the quality of national education to raise productivity, competitiveness and prosperity. One way of doing this is by introducing Information and Communication Technology (lCT) within the curriculum with the initial teacher-training curriculum as a starting point. This study therefore seeks to propose an alternative approach to the initial training of English teachers in Gabon based on the introduction of an intranet system. In the initial stage of the study, a needs assessment was conducted. This involved the development of questionnaires, piloting and data analysis. The results obtained indicated that a significant number of student teachers were positive about the potential of an intranet system to meet their needs. Based on the data gathered, which comprised the needs identified, attitudes and opinions about the introduction oflCT and documentary evidence on the system of teacher training in Gabon, a prototype interactive learning interface was developed. Embedded in the development were the requirements that the training programme should be developed within a hypermedia environment, that the materials and activities within the programme should be relevant to the defined needs and that the potential of the new medium of delivery should be exploited by the users as fully as possible. The subsequent development of the prototype into a test model involved the constant interplay in the activity of analysis, to make sure that the test model was functional and usable. The process was made possible with input from an instructional designer, a content expert and feedback from representative samples of student teachers. The test model was subjected to a series of evaluation sessions involving student teachers at the Ecole Normale Superieure in Libreville. This activity was observed and participants' opinions were sought about the new approach. The listening activities provided in the course unit were exemplars that trainees could use in their classroom practice. It was not designed to test participants' ability in listening skills, as this was not the intention of the study. However, a critical discussion of the implications in terms of the advantages and disadvantages of the test model was made in relation to educational development in Gabon. The largely quantitative feedback obtained during these experimental sessions was generally supportive of the new medium of delivery and the structural design of the programme. Particular interest was generated in the development of listening skills within the test model. Although most of the aims and objectives were met, there were some limitations to the study in terms of achieving all of them but, with further consideration, the new approach could form a valid basis for the introduction of a nationwide initial teacher-training initiative in Gabon.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.441890  DOI: Not available
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