Formation initiale et continue des enseignants et professionnalisation des enseignements dans les écoles primaires du Tchad.

Abstract

The aim of this thesis is to determine whether initial and in-service teacher training has an impact on the professionalisation of teachers. This question arises at a time when the country is moving towards the professionalisation of teaching. While Chadian teachers regularly undergo both initial and in-service training, pupil performance continues to decline, particularly in the core subjects of French and mathematics. Hence the main question: how does initial and in service teacher training contribute to the professionalisation of primary school teachers in Tchad? The hypothesis is that initial and in-service teacher training contributes to the professionalisation of primary school teachers in Chad. After defining a theoretical framework based on the theories of reproduction in education, pedagogical innovation and curricular transposition, the study used a mixed methodological approach with a quantitative and qualitative approach. It involved 780 primary school teachers, stratified proportionally between class teachers, head teachers and inspectors, from 7 communes in the city of N'Djamena. Given the mixed approach chosen, statistical analysis was carried out using SPSS software for the quantitative data, and thematic content analysis for the qualitative data. Overall, the results show that initial and in-service training are linked to the professionalisation of primary school teachers in Chad. This result can be observed regardless of the category surveyed (inspectors, headmasters and teachers). It is therefore essential to continue this training in order to motivate teachers more and guarantee optimum effectiveness. This training must place greater emphasis on practicum practice, training curricula, pedagogical activities and in-service training, which are the most important factors explaining the professionalisation of primary school teachers in Chad.