Transposition curriculaire et transfert des acquis de formation en langue et culture nationale chez les élèves- maitres de l’ENIEG bilingue de Yaoundé

Abstract

Work addressing curricular transposition, learning in general and training outcomes in particular do not always explain to us how trainees (student teachers) go about developing professional skills at the end of their training in ENIEGs. Based on the approaches of curricular transposition and knowledge transfer, the study seeks to account, on the one hand, of the influence of content analysis on the transfer of training achievements of student teachers in LCN and on the other hand, the impact of teaching events on this same transfer. The study was based on a qualitative research design using the method of individual, semi-structured interviews and observations as data collection techniques. It involved ten (10) LCN teachers selected via reasoned choice in the Yaoundé I District (ENIEG Bilingue de Yaoundé). In addition, observations were also made during the LCN class practices of the student teachers during the practical internships and the practical phase of CAPIEMP. The data was then analyzed via thematic content analysis. The results obtained reveal that from the point of view of curricular transposition, the action of any teacher must be based on the curriculum. It is considered the teacher’s “bible” in that it contains 90% of the resources that a teacher needs to successfully carry out their teaching. However, its understanding is not easy for all teachers, which makes its use complicated and therefore negatively impacts learning. In LCN, teachers, in addition to the existential problems linked to the implementation of national languages and cultures in our schools, come up against content (knowledge), which is vast and vague; the absence of a model educational sheet. In terms of the transfer of knowledge, the data from observations show that, although the desire to do better is perceptible among teachers and student teachers, their pedagogical-didactic performances are not always satisfactory. These results show that if content analysis has an influence on the transfer of student teachers' training skills to LCN, the same is not true for teaching events. They therefore suggest a reform of policies for recruiting, training and assigning teachers to schools in addition to emphasizing seminars to strengthen teachers' capacities in the use of curricula.