PERCEPTIONS DES MAITRES DE STAGE SUR L'INTEGRATION D'UN PROGRAMME DE « CONNAISSANCES DISCIPLINAIRES » DANS LE CURRICULUM DES HUMANITES PEDAGOGIQUES
ENQUETE EXPLORATOIRE A KISANGANI (REPUBLIQUE DEMOCRATIQUE DU CONGO)
DOI:
https://doi.org/10.61841/pcsgbn78Keywords:
Curriculum, pedagogical humanities, internship supervisors, disciplinary knowledge, Kisangani, DRC.Abstract
This exploratory study examines the relevance of integrating a "disciplinary knowledge" program into the pedagogical humanities curriculum in the Democratic Republic of Congo. Observing a growing under-qualification among student-teachers and a lack of mastery of primary school content, the research consulted 22 internship supervisors in Kisangani. The findings, based on documentary analysis and questionnaires, reveal an overwhelming support (86.36%) from practitioners for this curricular innovation. Despite logistical challenges such as schedule overload and a lack of infrastructure, the study concludes that establishing this specific module is essential to professionalize initial teacher training and ensure a better alignment between theoretical knowledge and field practice.
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