Contribution du micro-enseignement à la formation pédagogique des enseignants-chercheurs

In Côte d’Ivoire, we observe a lack of training for higher education teachers, after recruitment in public universities. Thus, they are directly confronted with a profession from which they lack the basics to transcend. The teaching strategies adopted are in a form of resourcefulness where everyone uses methods and techniques to organize their teaching. In this regard, the observations made during micro-teaching sessions highlight inadequacies, very often unknown, in teaching practices. This study therefore aims to understand the interest of micro-teaching in the educational training of teachers at the Félix Houphouet-Boigny University. In this study, where investigation by questioning is favored, socioconstructivism is used to serve as a frame of reference, in order to show the interactions in a course simulation between the teacher and the listeners present. Data collection was possible by administering an online questionnaire and another physical one. In total, 40 teacher-researchers and researchers, participants in IREEP training, agreed to participate in this survey. The results of this study reveal the difficulties of teachers before the training, the acquired knowledge during the training and the proposals for the valorization of these acquired knowledge in their different structures.