The aim of this survey is to settle a mechanism for English teachers’ profile identification at the step of in-service by comparing the processes at work in secondary schools and even the experiences which affect systematically their pedagogical performances. This work investigated the potentialities and the characteristics of the qualification of appointed English teachers in Benin secondary schools, that means their professional profile identification. Most of the relevant literature addresses the identification of English teachers profile, but very little research has examined this process in Benin as a French speaking country. Questionnaires, interviews and class visits are appropriate study means to the process of identification. Fifty (50) learners from a variety of schools and thirty (30) teachers of English were selected for the survey. The findings revealed that teachers have fundamental roles and responsibilities since they are appointed in classes. Also, it was demonstrated that teachers’ profile identification contributed to their performance in learning situations and consequently to improve learners’ outcomes.

Keywords:

English teacher, profile, identification, Benin, secondary schools

Pages:

111-122

Full text

in PDF

Type:

Research Paper

Field:

Language teaching

Topic:

Languages and literatures teaching and learning

UDC:

811.111(072.8)

DOI:

https://doi.org/10.62413/lc.2024(1).08

Research Paper

Citations

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