Suivi pédagogique en contexte d’APC et efficacité professionnelle des enseignants du cours moyen deux des écoles primaires publiques.

Abstract

This study entitled "Pedagogical follow-up in the context of APC and professional efficiency of teachers of class six of public primary schools" is a qualitative research of the explanatory and descriptive type. It stems from the observation that learners at the end of the cycle leave primary school without acquiring the skills provided for this purpose by the curriculum. This despite the high percentage of success at the CEP in recent years. To understand the possible reasons for this fact, we have chosen to question the professional effectiveness of class six teachers, through pedagogical monitoring, hence the title of our study. We want to equip the scientific community with a solid theoretical and empirical database in terms of pedagogical monitoring in the context of APC with the aim of increasing the professional effectiveness of class six teachers in public primary education. To do this, we started from the question of how pedagogical monitoring in the context of APC increases the professional effectiveness of class six teachers in public primary schools, to pose the general working hypothesis according to which pedagogical monitoring in context of APC increases the professional efficiency of class six teachers in public primary education. This particularly involves support for teacher development, the provision of appropriate teaching and learning resources, efficient pedagogical management and pedagogical evaluation of the teacher. The theories of strategic analysis, structural contingency and resistance to change bring out the theoretical basis of this study. The literature review allowed us to identify several opinions on the professional effectiveness of teachers in their classrooms. The data was collected in the field from April 1 to 27, 2022. During this period, our interview guide effectively allowed us to interview teachers from some school complexes in Yaoundé III. The results show that the professional efficiency of class six teachers in public primary education improves with the establishment of a systematic and effective local pedagogical framework, which takes into account not the group of teachers, but the teacher by his or her action that places each learner in an optimal learning situation.