The Typologization of the Beliefs of History Teachers in Planning the Teaching-Learning of History in Secondary Schools in Cameroon

Abstract

The question the identification of key beliefs in the teaching-learning history is relevant. However, if the typology of beliefs exists in the educational files, it faces an uneven development of the littrature. Many studies have deepened the typologization of epistemological beliefs as well as the typologization of psychological and pedagogical beliefs which remains fallow in Cameroon. Hence the following reseach question: what beliefs do history teachers believe? This article focuses on the study of the typologization of programming of teaching-learning of history. To meet this objective, an exploratory-descrpitive reseach combining a quantitative component and qualitative component was carried out, involving 65 teachers and 160 educational sheets. In order to type the beliefs of the teachers in planing of teaching –learning, we asssociated the questionnaire, individual interview and documentary analysis which only made it possible to triangulate the data but also to reach the empirical saturation. Data revealed positive beliefs in history reaching –learning. This result summons teachers to a triple vigilance: constructivist epistemological vigilance, constructivist pedagogical vigilance, constructivist psychological vigilance.