THEME : Teachers Professional Training and the Dynamics of the Demands of the 21st century pedagogy among Secondary School teachers in Cameroon.
RetourAUTEUR : Beloquia Sylvie Benazia
Université de Douala, Département de Science de l'éducation de l'ENSET de DOUALA
Contact : belobright03@gmail.com
RESUME
The 21st century has brought about significant changes in the education landscape with new pedagogical approaches and technological advancement aimed at enabling learners to acquire the 21st century skills. This has brought about a paradigm shift in teaching approaches and methodology. However, there is significant evidence from research which indicates a widening gap between the traditional teaching methods without ICT integration and those demanded by the 21st century classroom with the use of ICT tools. As a result, there is a growing need for effective professional training programs that equip teachers with the skills and knowledge necessary to meet the evolving demands of the 21st century education. This study explores challenges that prevent teachers from integrating technology in their classroom practices and the critical role of teachers professional training in addressing these challenges. A mixed research method was used, incorporating quantitative data from surveys of 50 teachers and with qualitative insight from interviews with 05 vice principals in charge of pedagogy. This was used to examine the perceived gap between teachers’ training and the demands of the 21st century practices. This study is anchored by the planned behaviour Icek Ajzen (1991) which provided insights to the situations surrounding teachers’ ability to meetup with these demands. Key results depict a widening misalignment between teachers training programs implementation and the evolving needs of the 21st century pedagogy. Hence not meeting up with the demands of the 21st century pedagogy in the Cameroon classrooms. The study provides insight for policy makers, teacher educators on how to create a more responsive, innovative and effective teaching force that can respond to the challenges and opportunities of the modern world pedagogy.
MOTS CLES
Teachers professional training, Teacher, Dynamics, Demands, 21st century pedagogy
