Les initiatives gouvernementales de développément professional pour l’implémentation des politiques linguistiques et directives curriculaires : des expériences, défis et avis des enseignants à l’éducation secondaire
DOI :
https://doi.org/10.17533/udea.ikala.v25n01a13Mots-clés :
développement curriculaire, politiques linguistiques, développement professionnel, enseignants en exercice, écoles publiques, enseignement d'anglais.Résumé
Une étude de cas a été menée afin d’explorer les atteintes, pratiques et experiences des enseignants des écoles secondaires publiques de Medellín par rapport au design et mise en place du curriculum d’anglais langue étrangère. On analysera également le développement professionnel offert par le gouvernement à ces enseignants dans le but de mettre en pratique ses politiques linguistiques et ses orientations curriculaires. Une enquête auprès des acteurs, des analyses des documents curriculaires et des entretiens collectifs ont fait partie de la récolte de données. Ils montrent que les initiatives offertes par le gouvernement afin de les soutenir dans cette tâche, n’ont pas été effectives car elles ont été très restreintes aux termes de design curriculaire et projettent une vision technique de la formation des enseignants. Par ailleurs, plusieurs facteurs sociaux et propres du contexte affectent énormément la mise en place des politiques linguistiques et les orientations curriculaires de leurs écoles. Les enseignants soulignent le besoin d’avoir assez de temps pour s’appropier des réformes et les mettre en place; d’être inclus dans la prise de décisions sur les politiques qui influencent leurs pratiques, libérer les initiatives de formation professionnelle des intérêts politiques et économiques, et demandent une formation qui leur permette d’améliorer leur niveau de langue en anglais langue étrangère, leurs méthodologies d’enseignement de cette langue et le design curriculaire.
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