THE INFLUENCE OF TEACHER PROFESSIONAL DEVELOPMENT AND ASSESSMENT STRATEGIES ON THE QUALITY OF CITIZENSHIP EDUCATION IN SECONDARY SCHOOLS IN CAMEROON / INFLUENCE DES STRATEGIES DE DEVELOPPEMENT PROFESSIONNEL ET D’EVALUATION DES ENSEIGNANTS SUR LA QUALITE DU COURS D’ÉDUCATION A LA CITOYENNETE DANS LES ECOLES SECONDAIRES AU CAMEROUN

Fedelis Lekeaka Alemnge

Abstract


The purpose of the study was to investigate the influence of teaching, professional development, and assessment strategies used in the teaching of Citizenship Education in Secondary Schools in the Buea Municipality of the South West Region of Cameroon. The study sought to find out how these variables influence the quality of teaching. Two research questions guided the study. The first sought to determine the impact of teacher professional development on the teaching of citizenship education while the second assessed how the assessment strategies used influenced the quality of teaching of the subject. The multiple case study design was used to carry out the investigation. The sample comprised six teachers drawn from three schools. The purposive sampling procedure was used to select participating schools and teachers for the study. Instruments used in gathering data included an interview and observation schedules. Two teachers were interviewed, and one teacher observed in each sample school to find out the impact of teacher professional development and assessment strategies on the quality of teaching. The data from interview and observations were transcribed and coded thematically. The findings showed that teachers were not systematically participating in professional development activities due to the unavailability or high cost such activities and also due to the socio-political instability. Consequently, their assessment strategies leave much to be desired as they did not carry out formative assessment during lessons and relied on written tests administered after certain chunks of contents had been covered.

L’étude avait pour objectif d’étudier l’influence des stratégies d’enseignement, de développement professionnel et d’évaluation mises en œuvre dans l’enseignement du cours d’Éducation à la citoyenneté dans les écoles secondaires de la commune de Buéa (région du Sud-Ouest du Cameroun). L’étude a entrepris de déterminer l’influence de ces variables sur la qualité de l’enseignement. Deux questions de recherche ont encadré les travaux. La première a visé la détermination de l’impact du développement professionnel de l’enseignant sur la didactique de l’Éducation à la citoyenneté, tandis que la seconde a évalué les modalités d’influence des stratégies d’évaluation utilisées sur la qualité de l’enseignement de la matière. Le modèle d’étude de cas multiples a été adopté dans la conduite de l’enquête. L’échantillon comprenait six enseignants provenant de trois écoles. La procédure d’échantillonnage par choix raisonné a été utilisée pour sélectionner les écoles et les enseignants qui ont participé à l’étude. Les instruments utilisés pour la collecte des données comprenaient un entretien et des programmes d’observation. Deux enseignants ont été interviewés et un enseignant a été observé dans chacune des écoles échantillons pour déterminer l’impact des stratégies de développement professionnel et d’évaluation des enseignants sur la qualité de l’enseignement. Les données issues des entretiens et des observations ont été transcrites et codées par thème. Les résultats ont montré que les enseignants ne participaient pas systématiquement aux activités de développement professionnel en raison de l’indisponibilité ou du coût élevé de ces activités et en raison de l’instabilité sociopolitique. En conséquence, leurs stratégies d’évaluation laissent vraiment à désirer, car ils ne procèdent pas à une évaluation formative pendant les cours et s’appuient sur des tests écrits administrés après que certaines portions du cours ont été couvertes.

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Keywords


teaching, professional development, assessment, influence, citizenship education, secondary schools, syllabus, impact / enseignement, perfectionnement professionnel, évaluation, influence, éducation à la citoyenneté, écoles secondaires, programme, influen

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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3439

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