Professionnalisation des enseignements de géographie au second cycle du secondaire : le cas du lycée bilingue de Mendong.

Abstract

The professionalization of teaching aims to reverse the chronic phase shift between the demand for skills in the labor market and the training of young graduates of our education system in a context where mass unemployment is increasing under the helpless gaze of the State. The present work focuses on its implications and scope in upper secondary geography at Mendong Bilingual High School. Starting from the hypothetico-deductive method, our analyzes are part of an exploratory, explanatory and prospective logic. The study relies heavily on interviews, questionnaire surveys and good desk research. Analyzes suggest that secondary school geography curricula have remained static and therefore far removed from the new concerns of current geography. Educated with the descriptive approach, teachers are increasingly resorting to active methods that put them in the face of the facts they have accomplished, as the numbers are plethoric and teaching materials are insufficient. With the absence of textbooks in the program, they use and abuse online resources. But, they do not escape the challenges of document synthesis, inadequate data to the program and the mental level of learners and the often approximate control of large parts of the program. Faced with voluminous lessons, disconnected from the emergent and future concerns of society and their professional perspectives, learners express without hesitation their disinterest in the discipline despite all the values and educational aims attributed to it. In order to revitalize the geography of the second cycle and to professionalize its teaching, it is imperative in the light of what precedes that an epistemological, didactic and pedagogical reflection is conducted; and that we now adapt the means for education at all levels of intervention in the educational chain.