Modeling the Teaching Practices of Technical and Vocational Education Trainers in Côte D'ivoire: Matching Institutional Prescriptions with Real Conditions on the Ground

In the Technical and Vocational Education and Training (TVET) sector in Côte d'Ivoire, despite trainers being trained in conformity with specific pedagogical standards, particularly those adopted by the National Pedagogical Institute for Technical and Vocational Education (IPNETP), significant gaps in actual practices are noticed during observations of classroom training sessions. To verify the different practices, this study aims to model trainers' behaviors with respect to variables such as seniority, gender, and the subject area taught. The data collected for the investigation was carried out using a mixed methodology combining classroom observations (n = 134 instructors), semi-structured interviews, and questionnaires (n = 569 students). The results highlight the impact of seniority, gender, and subject matter on practice gaps, thus revealing the emergence of distinct pedagogical profiles among trainers and also revealing the emergence of three (3) pedagogical profiles (structuring, adaptive, and intuitive).