Connaissance des matières dans la formation des enseignants de l’enseignement primaire
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INTRODUCTION. L’article s’interroge sur un problème fondamental de la didactique : la pertinence de la connaissance des matières en tant qu’exigence de qualité dans la formation des enseignants. La connaissance des matières est supposée être nécessaire pour faciliter l’apprentissage des élèves et dans la formation à l’enseignement. Plus précisément, il est une exigence pour les enseignants d’être en mesure d’effectuer des conceptions et des développements didactiques qui facilitent des expériences d’apprentissage significatives et renforcent la structure conceptuelle de leurs élèves. L’objectif de la recherche est de déterminer si les futurs enseignants du primaire et les enseignants du primaire en exercice ont une connaissance adéquate de la matière enseignée. MÉTHODE. Afin de répondre à l’objectif, le type et l’organisation des connaissances sont examinés au moyen de cartes conceptuelles en évaluant les productions à l’aide de rubriques structurelles et sémantiques validées. RÉSULTATS. Les résultats montrent qu’en général les enseignants ont une très mauvaise organisation de leurs connaissances avec un faible potentiel didactique. DISCUSSION. Les données indiquent également qu’il existe des différences insignifiantes entre les cartes conceptuelles des enseignants en formation et celles des enseignants en exercice, reflétant une structure de connaissances similaire et cyclique. Les conclusions soulignent l’impact formatif généralement faible des programmes de formation des enseignants sur l’acquisition de connaissances disciplinaires, même si elles sont considérées comme une exigence didactique essentielle pour la formation basique des enseignants et pour le développement d’un enseignement de qualité.
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