Qualité de l’ingénierie de formation et compétences professionnelles des enseignants des écoles primaires publiques de l’Arrondissement de Yaoundé 3

Abstract

This study is entitled “Quality of teacher training and professional competence of teachers in public primary schools in the Yaoundé 3 district.” It is based on the observation that the Cameroonian education system, like many countries in sub-Saharan Africa, faces a dual challenge: expanding access to education while improving its quality. In public primary schools in the Yaoundé 3 district, this demand for quality relies largely on the professional competence of teachers. However, observations in the field reveal significant shortcomings in teaching practices: difficulties in planning lessons, managing student diversity, using active methods, and assessing learning in a formative manner. In order to analyze this phenomenon, a central question was asked: how does the quality of training engineering interfere with the process of acquiring professional skills among teachers in Yaoundé 3 public schools? The study hypothesizes that certain determinants of training engineering interfere with the process of acquiring professional skills among teachers in Yaoundé 3 public schools. To test this hypothesis, a field study was conducted with a sample of 51 participants. The participants were surveyed in such a way as to be representative of the population concerned. They were stratified quantitatively according to their role: classroom teachers and school principals. The results of the study reveal that training practices are still dominated by lecture-based, content-centered approaches, to the detriment of active, participatory, and collaborative methods. In light of the results, several areas for improvement can be identified, including rethinking curriculum design by aligning it with the skills actually expected in the field, integrating more modules on differentiated teaching, diversity management, and ICT in education. Also, strengthening the integrative alternation between theory and practice through longer and better supervised internships.