Mobilization of the professional knowledge of teachers in the preparation and imple-mentation of mathematics courses at the basic school in Burundi

Mobilization of the professional knowledge of teachers in the preparation and imple-mentation of mathematics courses at the basic school in Burundi

• Innocent Ntwari, Université du Burundi, Burundi

• Karine Bécu-Robinault, Ecole Normale Supérieure de Lyon, France

doi : https://dx.doi.org/10.18162/fp.2021.565

Résumé

The curriculum reform introduced in Burundi in 2013 in basic school requires for teaching practices to which some teachers were not initially trained. Our study aims to explore how mathematics teachers mobilize their knowledge in their practices. The analysis of interviews with twenty teachers shows that teachers follow tend the cur-riculum requirements. Teachers who have been trained in mathematics education rely on knowledge acquired in initial training while others use their experience in teaching. The teachers’ perceptions of the effectiveness of the training received, influence teaching practices.

Abstract

The curriculum reform introduced in Burundi in 2013 in basic school requires for teaching practices to which some teachers were not initially trained. Our study aims to explore how mathematics teachers mobilize their knowledge in their practices. The analysis of interviews with twenty teachers shows that teachers follow tend the cur-riculum requirements. Teachers who have been trained in mathematics education rely on knowledge acquired in initial training while others use their experience in teaching. The teachers’ perceptions of the effectiveness of the training received, influence teaching practices.