Browsing by Author "Ntwari, Innocent"

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    Évaluation des apprentissages et analyse des pratiques de classe au Burundi
    (UB, IPA, 2020-07) Nduwingoma, Pierre; Ntwari, Innocent; Ntahonkuriye, Merchior
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    Les représentations des enseignants sur la place du numérique en contexte de pandémie au Burundi
    (Colloqueinternational du RAIFFET, 2025-05) Irambona, Rénovate; Ntwari, Innocent
    The aim of this study was to identify teachers' representations of the use of digital technology in the teaching-learning process in the context of the covid-19 pandemic. In Burundi, 106 secondary school teachers answered a questionnaire on their knowledge of ICT and their attitudes towards the use of digital technology in teaching. The results show that these teachers claim to have a low level of information on the use of digital distance technologies in education. Teachers are not trained in this area, and as a result 79.2% of teachers say they have no knowledge of ICT for teaching at a distance, which justifies the need for training in the use of digital technology in education. The fact that 89.42% are in favor, or even very much in favor, of organizing training courses is an asset for future actions, which will not meet with resistance from teachers, who will on the other hand be motivated. This shortage of ICT-trained teachers explains why Burundi had no experience of using digital technology during the Covid 19 pandemic. Also, schools were poorly equipped with IT tools. While this study focused on secondary school teachers, the situation of higher education teachers may not be far off in the same country. Studies should be conducted to adress the situation.
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    L’inclusion scolaire au Burundi : quelles conceptions et pratiques des enseignants au regard de leur formation ?
    (Revue Internationale du chercheur, Volume 4, Numéro 2, pp : 178- 201, 2023-04) Ndikumasabo, Josias; Ntwari, Innocent; Bizimana, Jean Berchmans
    The aim of this study was to identify the conceptions and practices reported by teachers of students with special needs during their interventions in ordinary classes. The data were collected by means of a questionnaire survey among 205 teachers who agreed to cooperate in the work. The data were processed using the Statistical Package for the Social Sciences (SPSS) software. The results of this survey show that the declared practices are characterised by a strong "inclusive" valence with regard to their declared intervention strategies, and this independently of the training they have received. On the other hand, the conceptions revealed by the participants in the study remain essentially 'non-inclusive' as a result of their dissatisfaction with what they consider to be relevant for including pupils with learning difficulties.