Formation professionnelle et résistance des enseignants aux réformes curriculaires: Une étude menée dans les écoles primaires publiques de l’Arrondissement de Yaoundé 2.

Abstract

Our study, the theme of which is « teacher training and resistance to curriculum reforms », starts from the observation that most primary school teachers, after their training in new teaching practices, continue in their classroom practice to use the old methods to the detriment of a new knowledge. Thus the object of our study was to verify the existence of a contingency link between the professional training of the teachers and the curriculum reforms. To achieve this goals, we have formulated the general hypothesis: « there is a link between training and teacher resistance to curriculum reforms ». Our independent variable (professional training) was operationalize in the three secondary variables: academic training, initial training and continuing training. The research relied on the theory of learning Bandura and the theory of resistance of Oreg. The information was collected using a maintenance guide addressed to 10 teachers in 34 primary schools of the borough of Yaounde 2. Subsequently, we conducted the descriptive and inference analysis of the information collected using the Bravais Pearson correlation test. The result of this analysis showed that at the research hypotheses were confirmed. This academic training, initial training, and continuing training significantly influence the resistance of teachers to curriculum reforms. Confirmation of the general hypothesis. So there is reason to affirm that there is a link between training and teacher resistance to curriculum reforms. After drawing a conclusion, we made suggestions to the authorities in charge of education, to educational leaders, to teachers. The main suggestion is that of the professionalization of teaching at the primary level.