La formation initiale des enseignants du FLE au Ghana : défis et perspectives à l’école normale Mount Mary, Somanya.

Abstract

The teaching / learning of French as a foreign language (FLE) in Ghana necessarily requires a professional training according to the country's education policy. No teacher could be recruited to public schools without attending the teacher training college. The complexity of the French language in general and its teaching in an English-speaking environment in particular presupposes that the teacher should be equipped with essential skills not only linguistically but also pedagogically in order to efficiently practise his profession. This study, which was conducted at the teacher training college, Somanya in Ghana, aims at exposing the preparedness of the student teachers or the future trainers in terms of competences with regard to the content of their training at the end Second year before going to the field. The study is carried out through an observation, an interview and a questionnaire. The results reveal that many student-teachers have language difficulties which prevent the proper mastery of linguistic structures and sometimes slow the teaching of the methodological tool which constitutes an integral part of the training of the teaching profession.