Quality Teacher Education in Cameroon

Dr. Hamidou Hassana is Assistant Lecturer at the University of Hamburg, Germany.

• DedicationAcknowledgments1 Introduction: The Problem of Sociocultural Backgrounds (SCBs) and Quality Teacher Education (QTE) in Cameroon, Africa1.1 Introductory remarks about QTE reforms in Cameroon, Africa1.2 Preliminary Backgrounds of the Pedagogical Reform Principles of the UEC1.3 Empiric Introduction to the Problem of the Study1.4 The Problem of the Study, Related Research Questions, and the Scope1.5 Interest and Significance of the Study1.6 Organization of the BookPart 1: Contextual and Theoretical Frameworks of the Concepts of Sociocultural Backgrounds and Quality Teacher Education in Cameroon, Africa2 Understanding the Concepts of Sociocultural Backgrounds (SCBs) and Quality Teacher Education (QTE) from a Theoretical Perspective of Bildung as a Transformative Process, according to and beyond Bourdieu’s Theory of Habitus and Capital Forms2.1 Understanding the Concepts of SCBs and QTE within the Complex Multi-Cultural Context of Cameroon, Africa2.2 SCBs and the QTE in Cameroon, Africa: An Empiric Research Perspective of the Theory of Bildung as a Transformative Process (BTP)2.3 SCBs as World-Self-Relations, Habitus, Frame of Orientation, Social and Cultural Capitals and the Conjunctive Space of Experience?3 General Trends in Education, Teacher Education Reforms in Cameroon3.1 An Overview of the Educational Systems in Cameroon3.2 Some Reforms of the Education Systems in Cameroon3.3 The Teacher Education Systems in Cameroon4 Reconstructing and Discussing Pedagogical Reform Ideas Sustaining the EEC Educational Projects in Mbouo4.1 Backgrounds to the Pedagogical Reform Principles of IPSOM-UEC4.2 Principle of the Diversity of Meaning vs. the Principle of Unique Meaning (Sens Divers vs. Sens Unique)4.3 The Development of the Principe d’Interaction (Principle of Interaction) in EP-ER, IPSOM-UEC4.4 The Development of the Principe de la Responsabilité Réciproque (Principle of Reciprocal or Corporate Responsibility)5 Reconstructing the Development Process of the Pedagogical Reform Projects of EEC in Mbouo-Bandjoun5.1 The Project Ecole Pilote (EP) and Ecole de Référence (ER) of Mbouo5.2 The Project IPSOM5.3 The UEC’s Development from the SCB of Power Relations5.4 Conjugation of Individual Interests as a Building Block of the Projects?6 The Reception of the Pedagogical Reform Ideas in EP-ER and IPSOM-UEC6.1 Moukoko Priso’s Contribution to the Discussion and Development of the Pedagogical Reform Principles at the UEC6.2 Philosophical Reflection on the Principles6.3 Pedagogical and Didactic Contributions to the Discourse on the Principles6.4 Fonssi’s Contribution to the Conceptualization of the Principles6.5 Practical Mechanisms Claimed to Sustain the Founding Principles of the UECPart 2: A Qualitative Study of Features of SCBs and their Significance for QTE in Cameroon: An Empiric Reconstructive Analysis of Classroom Activities and Autobiographical Narrations7 Methodological Framework7.1 The Empiric Reconstructive Research Perspective of the Study7.2 A Perspective of a Sequential Analysis of the Documentary Method7.3 The Perspective of the Inference Analysis7.4 Research Design8 Empirical Analysis and Interpretation of the SCBs of the Actors Involved in a Class Conference Session in Class 4 of Monsieur Paul (MP)8.1 Formulating Interpretations8.2 Reflecting Interpretation8.3 Significance of the SCBs of the Participants of the Class Conference in Shaping the Classroom Action/Interactions9 Group Discussion with MP and MT: How Could “Arranger” Reflect the actors’ SCBs in the Group Interaction and the Communal Decision-Making Process?9.1 Formulating Interpretation9.2 Reflecting Interpretation9.3 The Significance of SCBs in Structuring the Group Discussion and Informing on the Frame of Orientation of Problem-Solving or Decision-Making Practices10 Reconstructing the Frames of Orientation of the Sens Unique and the Sens Divers in the Lesson of MT in class 6: “L’o ne s’aire a rin”10.1 Formulating Interpretation10.2 Reflecting Interpretation10.3 The Significance of Participants’ SCBs in the Lesson and Momentums of Innovation11 Becoming a Teacher in the Private Education Sector in Cameroon: Reconstructing the Features of the SCBs of Primary and Secondary School Teachers in Autobiographical Group Interviews11.1 Biographical Experiences of Becoming or Being Private Primary School Teachers in Cameroon11.2 Biographical experiences of Becoming/Being Private Secondary School Teachers in Cameroon11.3 How Can the Case of MD Portray Momentums of the Transformation of Fundamental Figures of World-Self-Relations about Becoming a Private College Teacher in Cameroon?12 Conclusion: The Significance of the SCBs for the Improvement of the QTE in Africa, Cameroon12.1 How far Did the Actors’ SCBs Play a Certain Role in the Process of the Institutional Development in the History of the Target Projects?12.2 How Did the Features of SCBs Shape the Participants’ Activities in Class Conference?12.3 How did Features of Actors’ SCBs Shape the Interaction Dynamics in the Lesson of MT in Class 6?12.4 How did the Features of SCBs Shape the Autobiographical Career Experiences of the Participating Teachers?12.5 How Significant Are the Findings for the QTE in Cameroon, Africa?12.6 Suggestions for Further Research on the Roles of Actors’ SCBs for Quality Teaching and Learning Processes in Cameroon, AfricaReferencesAbbreviations and AcronymsTranscript CodesList of TablesList of FiguresAnnexesIndex