Authors :
Edith Amabu Bell
Volume/Issue :
Volume 8 - 2023, Issue 3 - March
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/40gZXmo
DOI :
https://doi.org/10.5281/zenodo.7767511
Abstract :
This study focuses on the analysis of teachers’
epistemic beliefs, their didactic practices in the teaching
of writing using the Competency Based Approach to
Real Life situations (CBA-RLS). We assumed that poor
performance in writing is due to poor didactic
transposition which is teachers’ inability to manage
teaching process and apply suitable methods. I argue
that teachers lack a common body of knowledge that
inform their teaching.
Teachers are less concerned about the variety of
action to develop effective didactic situations in
writing.The participants were 100 teachers from some
secondary schools in Yaoundé. A mixed method design
was used to get the results. The analysis employed the
Pearson correlation coefficient and multiple regressions.
The results reveal significant positive correlation
between epistemic beliefs, didactic practices and the
development of writing competency. Theresult shows
that teachers have a negative belief about the approach
as a result of problems in transposing writing knowledge
and didactic practices. Writing knowledge is not
decomposed in the appropriate way. Findings suggest
that teachers should dedicate time in the process of coconstruction of knowledge to develop appropriate
didactic situations and to predict and overcome didactic
obstacles..This means that teachers need to help learners
better understand how the material they learned in the
course connects to real-world situations.
Keywords :
Epistemic beliefs, Didactic Transposition, Competency based Approach, teacher knowledge, didactic practices.
This study focuses on the analysis of teachers’
epistemic beliefs, their didactic practices in the teaching
of writing using the Competency Based Approach to
Real Life situations (CBA-RLS). We assumed that poor
performance in writing is due to poor didactic
transposition which is teachers’ inability to manage
teaching process and apply suitable methods. I argue
that teachers lack a common body of knowledge that
inform their teaching.
Teachers are less concerned about the variety of
action to develop effective didactic situations in
writing.The participants were 100 teachers from some
secondary schools in Yaoundé. A mixed method design
was used to get the results. The analysis employed the
Pearson correlation coefficient and multiple regressions.
The results reveal significant positive correlation
between epistemic beliefs, didactic practices and the
development of writing competency. Theresult shows
that teachers have a negative belief about the approach
as a result of problems in transposing writing knowledge
and didactic practices. Writing knowledge is not
decomposed in the appropriate way. Findings suggest
that teachers should dedicate time in the process of coconstruction of knowledge to develop appropriate
didactic situations and to predict and overcome didactic
obstacles..This means that teachers need to help learners
better understand how the material they learned in the
course connects to real-world situations.
Keywords :
Epistemic beliefs, Didactic Transposition, Competency based Approach, teacher knowledge, didactic practices.
