Formation continue des enseignants du secondaire au Burkina Faso : quel apport des TIC pour l’amélioration des compétences professionnelles ?

Secondary education in Burkina Faso faces a number of problems, including a high rate of failure at the GCSE-"O" Levels andGCE-"A" Levels, a blarant lack of textbooks, and a clear lack of initial training offered by teachers’ Institutes for the training of future teachers, a virtual lack of continuous training which could have contributed to updating knowledge and to developing professional skills. Moreover, the lack of teachers, mainly in the scientific subjects, has led the authorities in charge of education to permanently recruit students holding at least the academic level of GCE-"A" Levels + 2 to reduce this shortage. The recruited teacher-trainees thereafter receive an accelerated pedagogical training of up to six months before being assigned to classes. There is no doubt that this painting (which is done in defiance of the quality of the training) will undoubtedly lead to the continuous deterioration of the quality of the secondary school education. This secondary school education is already severely put through the mill, to the extent that a traditional system of continuous training does not exist in our educational system in order to enable an effective support of all teachers in updating their knowledge. Thus, the purpose of this thought is to create a new dynamic, based on shared findings and building on what exists to implement a continuous training for teachers at the height of the challenges and give back its attractiveness to the profession of teachers. This though aims to reflect on how to help the teacher build his career and facilitate his access to formal and informal training.   It aims to understand what continuous training can be according to the paradigm of lifelong learning/training. In concrete terms, this study seeks to better understand whether there can be a qualitative relationship between continuous training and ICT. In other words, can ICTs serve as a relay for the teachers’ in-service training in the school context of Burkina Faso? To this end, could the setting up of an individualized distance training system, thanks to ICT engineering, to which one could add sessions of face-to-face training during the holidays, be part of a suitable solution to this issue? The framework of reference for this research is structured around the theory of socio- constructivism, which serves as a backdrop for our reflection. We will then focus our attention on key concepts of our study that are: ICT, initial training, continuous training, distance-training, secondary education, professional skills. We opted for a mixed-type descriptive research combining both quantitative and qualitative data. To do this, we conducted a questionnaire survey and semi-structured interviews with 60 subjects from four secondary schools in the city of Ouagadougou. In general, the results of the research show that secondary school teachers have important continuous training needs and that the design and implementation of a distance-training program focused on the use of ICTs is of a great necessity.  Keywords: ICT; continuous training; open and distance training, secondary education; professional skills.

Keyphrases: ICT, Continuous training, Open and distance training, Secondary education, Professional skills