Analysis of Professional Practices Inspectors of Education – Training in Morocco

Abstract

IntroductionThis cross-sectional, descriptive and qualitative research had a threefold purpose: 1) to identify and describe different effective professional tasks and duties of the “expert” inspector of education; 2) contribute to the development of a competency framework of the inspector; 3) deduce the real training needs of inspectors. Method – Our study was conducted with two groups of people: the experienced inspectors (P1) and students - inspectors have completed initial training (P2). P1 was doubly solicited through a questionnaire ordinal Likert scale, and a semi structured interview. While P2 was solicited by a weekly board followed by a deferred interview in order to explain their pedagogical choices and their professional practices. The quantitative analysis of our data was performed by SPSS 20 software, while qualitative data were processed twice by the thematic content analysis (Bardin, 2007) and the cognitivo-discursive analysis (Ghiglione, 1998). Analysis of data collected by the weekly report was analyzed by the model of satellite information of the action (Vermersch, 2006). Results – In general, 62 professional tasks have been described by P1 against 51 tasks identified by P2. We identify four major groups of professional skills for the job of inspector among the P1; and five groups for the P2. According to P1, the tasks of control and inspection are predominant, followed by monitoring and evaluation tasks and those coaching-training. Whereas for P2, there is a predominance of missions successively methodological, institutional and relational character. At a second level, the inspector of education in Morocco performed globally and unevenly 10 roles. Conclusion – The daily practices of inspectors have largely evolved into tasks increasingly routine, administrative and relatively short. For such tasks, the inspector requires skills rather “technical”, disciplinary and incorporated. At the end of our study, we were able to identify ten major tasks of the inspector of education. The exploitation of all results allowed us to develop a professional profile of inspector of education in Morocco.