La formation initiale des enseignants au Gabon
(2013)
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- Abstract
- (en) The initial training of teachers in Gabon has evolved towards a more competency-based approach. Today, the aims of the initial training are twofold: (1) the acquisition of effective professional practices to develop students’ skills, and (2) the reflexivity on professional practices to train students to solve complex learning situations. By comparing changes in students’ conceptions of professionnality of three cohorts of students – each cohort having had a specific curriculum linked to the implementation of reforms, this study aims at analysing the effect of a professional training. Notwithstanding the fact that professional training is one that develops the professional skills and generates the development of students’ teacher identity. We combine a mixed-method approach: (1) a qualitative focus to analyse the training contexts and (2) a quantitative approach to analyse the students’ conceptions and their changes as well as the determinants of changes, via regressions including mediation and / or moderation. Our results don’t replicate the six models of professionalism according Paquay, but a specific structure of three models: "Transmitter", "Reflexive Partner" and "Apprentice", the first two are dominant. Furthermore, our analyses suggest a lack of integration and / or analysis of practical activities perceived by students from the three cohorts. Pedagogical practices don’t seem to change students’ conceptions of professionality. From our results, we suggest that Improving the quality of education will need a curriculum based on a paradigm «Practice – Theory - Practice" and the training of teachers’ trainers to new training practices in higher education.
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Citations
Makaya, A. (2013). La formation initiale des enseignants au Gabon. https://hdl.handle.net/2078.5/204428