Undergraduate teachers and the current training policy in Côte d'Ivoire: Challenges and perspectives

Considered as a social tool designed to fulfill the needs of this society, teacher training aims at allowing individuals to be equipped with teaching competences. This paper puts to examine the new Ivorian teachers training policy with a specific focus on junior high physics-chimestry/biology teachers training at the teachers training college of Abidjan. The latter recruited among students and teachers at the level of License 2 in the subjects taught at the college, join the Ecole Normale Supérieure (ENS) of Abidjan for a training of three semesters of theoretical courses and a semester of practice in secondary schools. . They come out with the title of bivalent profile high school teachers. The present study intends to contribute to evaluate not only the quality of this training policy, especially the professional performances of bivalent high school teachers. To achieve this goal, we applied two methodological approaches. The first is qualitative and based on documents analysis. The second is qualitative and. It was based on classroom observations. The results show a good integration educationnal sciences in the training policy of the latter and a weak vocational training in the second subject associated with the basic subject of the bivalent teacher. This study argues accordingly for a reinforcement of these dimensions in the pre-service and in-service training of the bivalent high school teacher for a better performance in classrooms.