Place de l’approche par compétence dans la formation continue des enseignants du primaire au Cameroun : analyse des pratiques.

Abstract

Our study focuses on “the place of CBA in the continuous education of primary school teachers in Cameroon”. Specifically, the purpose of this study was to analyse training practices in order to appreciate the place of CBA in the continuous education of primary school teachers in Cameroon. It is an analysis of practices. This study is part of a research based on qualitative data. It consists in building up the objective ideas received on the place of the CBA in the continuous education of primary school teachers. To achieve our objectives, the research was done with a sample of 08 authors of the educational chain who are the inspectors, the directors, the level pedagogical animators and the teachers in charge of a class selected by “reasoned choice”. The collection of information from these actors was conducted through interviews. It consisted of building up objective ideas about the place of the CBA in the continuous education of primary school teachers. The analysis of the collected data has led to the following results: the place of the situations is negligible, the place of integrative activity is negligible and the place of the contextualization is quite high. After interpretation and discussion of the results, the study ends with some suggestions for improving professional training.