Numéro

Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing

11 - Creating Sustainable Learning Environments for Professional Curriculum Leadership through Information and Communication Technologies

https://doi.org/10.57054/jhea.v13i1-2.1524
Sechaba Mahlomaholo
https://orcid.org/0000-0002-6811-1626
Molaodi Tshelane
https://orcid.org/0000-0001-7134-0916

Corresponding Author(s) : Sechaba Mahlomaholo

MahlomaholoMG@ufs.ac.za

Revue de l’enseignement supérieur en Afrique, Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing

Résumé

Cet article décrit les processus et les procédures suivis par une équipe de deux chercheurs et cinq co-chercheurs dans la création d’environnements d’apprentissage durables dans une école de la province de l’État-Libre d’Afrique du Sud. A cet effet, nous avons utilisé une école pour illustrer la façon dont divers membres de la communauté scolaire ont délibéré- ment construit un cadre pour l’intégration des TIC dans l’élaboration de ses pratiques de leadership des programmes professionnels. Un cadre conceptuel conduit à travers la théorie critique émancipatrice est utilisé comme angle d’analyse qui nous pousse à créer des opportunités pour l’auto-émancipation. Sur la base de ce cadrage théorique, nous avons utilisé une recherche-action participative pour le rendre opérationnel. Nous avons généré des données pertinentes à travers la mise en place d’une équipe de recherche, unie autour d’une vision commune collectivement identifiée pour l’atteinte de l’objectif de l’étude. Les données générées ont été analysées à travers l’utilisation de la technique d’analyse critique du discours de Van Dijk. Les résultats présentés sont : (i) la performance à travers la réflexion sur les pratiques des programmes professionnelles, (ii) leurs actions, (iii) les procédures y afférentes, et (iv) les stratégies. La contribution que nous avons faite était un cadre testé pour l’intégration des TIC dans un contexte de programme professionnel. Elle a des implications sur la création d’un environnement d’apprentissage durable.

Mots-clés

d’apprentissage durables Afrique du Sud. programmes professionnels
Mahlomaholo, S., & Tshelane, M. (2022). 11 - Creating Sustainable Learning Environments for Professional Curriculum Leadership through Information and Communication Technologies. Revue De l’enseignement supérieur En Afrique, 13(1-2). https://doi.org/10.57054/jhea.v13i1-2.1524
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Bibliographies de l'auteur

Sechaba Mahlomaholo

Centre for Higher Education and Capabilities Research, University of the Free State, South Africa.

Molaodi Tshelane

University of the Free State.

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