Professionnalisation de l’activité de formation et niveau d’efficacité du processus enseignement- apprentissage. Cas des élèves-maîtres de l’ENIEG bac de Mfou

Abstract

Teaching is a complex activity that involves a significant amount of uncertainty as opposed to simple activities that do not require the results of scientific research for their practice. An educational professional should master the data, means and requirements of the profession so as not to improvise, but to exercise professionally. When he poses an educational or other act, he is aware of the mental processes involved and the effects that he can produce in the short term. In other words, education is a so-called "scholarly" activity that calls for the judgment and reflection that is acquired throughout the curriculum (MINEDUC, 1995). Today, more than ever, the Cameroonian teacher, like the others, is confronted more and more with the problems of the effectiveness of its pedagogical action. This requires that he has sufficient mastery of the discipline to meet the needs of his students and society (Bélair, 1998). This study, which focuses on the "professionalization of the training activity and the level of effectiveness of the teaching-learning process", had as its starting point: "to what extent can the professionalization of the training activity determine the level effectiveness of the teaching-learning process? The main objective was to study the relationship between the professionalization of training activity and the effectiveness of the teaching-learning process. The main hypothesis stipulated that the professionalization of the training activity determines the level of effectiveness of the teaching-learning process. The study was carried out using a qualitative methodology, using direct observation and grouped interviews as data collection instruments. The sample consisted of three categories of participants representing three cases (the student-teachers, the ENIEG teachers and the teachers from annexes schools). After analyzing the data, the results show that the professionalization of the training activity effectively determines the level of effectiveness of the teaching-learning process of student teachers. Indeed, the training programs are relatively large for a very short time. Moreover, the number and duration of practical training courses do not ensure better control of teaching / learning activities, which should favor the practice of the class, once in the field. Similarly, the total duration for the training of student-teachers holding a GCE Advanced-level does not allow them to process and select the major elements of the teaching profession. However, theoretical and practical perspectives have been envisaged for the effectiveness of the teaching-learning process, including the increase in the duration of training.