The reform of the basic school initiated in Burundi since 2013 requires new teaching practices. The purpose of this study is to explore the extent to which this reform is experienced on a daily basis and implemented by 5th grade fundamental school teachers. The observation of teaching practices in 44 classes in Gitega, followed by semi-structured interviews with the teachers observed, allows us to describe the conditions in which the teaching/learning of French is carried out and to see and understand the reasons for what the teachers are doing in relation to what is planned. The qualitative-quantitative analysis of the data allows us to say that the teachers follow the pedagogical guidelines but show a lack of initiative and innovation.
Paper No:
4617
