Formation continuée et construction des savoirs : cas des enseignants des écoles normales d’instituteurs de l’Enseignement Général du Cameroun (Enieg)

Abstract

Thanks to law No. 2011 / 408 / December 9, 2011, the Teacher Training Colleges (TTCs) were transferred to the Ministry of Secondary Education (MINESEC). Consequently, the tutors of the said institutions are trained based on the explicit teaching approach, and there are series of follow-up through in-service training sessions. Despite the high intensity of the related in- service training activities, the reports of the inspection missions and/or the teaching councils confirm the fact that teachers are still experiencing difficulties in the practice of this new teaching strategy in the TTCs. The main question is: What are the parameters likely to be taken into account during in-service training to facilitate the construction of teachers' knowledge? The general objective was to identify the parameters to be taken into account during in-service training to facilitate the construction of knowledge. The general hypothesis is: the taking into account of certain parameters during in-service training facilitate the construction of teachers' knowledge. The work uses a mixed research method. This hypothesis has been broken down into three specific hypotheses whose independent variables are: (i) the characteristics of the subjects taught in the TTCs, (ii) the multiple training methods and (iii) the accompaniment of the trainees in the execution of professional tasks, the dependent variable chosen being the construction of knowledge. The results were analyzed and discussed using percentages, measures of central tendency and dispersion, the chi-two test and the ANOVA. All the hypotheses are confirmed. Thus inducing the confirmation of the general hypothesis. Suggestions were made for supervisors to adopt the practice of eclectic pedagogy that offers the teacher the choice to decide on the most appropriate method, technique, processes and/or strategies for a given teaching sequence in TTCs. Recommendations were also addressed to the governing bodies of the Cameroonian education system. Finally, the distributions of subjects by field/function (according to sciences of education) as well as two inspection forms (one for teachers and the other for supervisors) were proposed.