Regards croisés Afrique-Europe. Cahiers supplementaires

This study focuses on exploring subjective theories of teacher educators about quality teaching in the context of their profession in Rwanda. It is based on determinant role of subjective theories in educational quality improvement. Additionally, teacher educators are the driving forces due to their role in the initial and continuous teacher education. However, empirical research on teacher educators’ subjective theories is very limited in the Global South including Rwanda. Due to the exploratory nature this study, a qualitative approach using semi-structured interviews was used to collect data from 32 teacher educators theoretically sampled. Using content analysis, iterative deductive-inductive process as well as the generalisation of results through abduction, the results show that interviewed teacher educators have four ideal types of subjective theories. They include subjective theories focusing on: formalities by compliance (following pedagogical and administrative formalities); knowledge by transmission (transmission of immutably prescribed knowledge); behaviour by imitation (learning by imitation) and competences by co-construction (development of competences through active, interactive and reflective approaches). The generated typology enlightens research, policy and practice regarding quality teaching and teacher education in Rwanda and possibly similar contexts.

The present study was conducted to investigate the perceptions of protestant school leaders on the relationship between the protestant school profile and quality education in Rwanda. The choice of the topic was based on the recognized contribution of the protestant school profile to quality education improvement and on the research gap on this relationship in Rwanda. The research process was guided by the following main research question: What are the perceptions of protestant school leaders on the protestant school profile and its relation with quality education? To achieve the study objective, a qualitative research approach was adopted using a semi-structured interview to collect data by use of theoretical sampling. For data analysis, qualitative content analysis was used. Through the abduction process, three types of profiles were generated, including vocation-based, Institution-based, and socio-spiritual profiles. The discussion of the results in light of the existing literature highlights a positive contribution of the protestant school profile to quality education, limited to quality output. Additionally, the discussion demonstrates a positive contribution of the protestant school profile to the promotion of unity and reconciliation in Rwanda, to the economic development of Rwanda, as well as to the promotion of religious plurality. Finally, recommendations are addressed to different stakeholders in protestant education in Rwanda including school leaders, school owners, the protestant council of Rwanda, and the Ministry of education.