Teachers’ Epistemic Beliefs and Didactic Practices: The Case of Teaching Writing using the Competency Based Approach in Cameroon Secondary Schools

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

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.


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