TITLE:
Perceptions of Burundian Fundamental School English Teachers about the Adequacy of Their Training
AUTHORS:
Consolation Mugisha, Barthélemy Cimpaye, Nicolas Kirehane, Lucien Nahishakiye, Dyna Kwizera, Claudine Nibitanga, Etienne Katabirora, Agrippine Dukundimana, Daniel Nsanzubukire, Abraham Ntwengerabansi, Vénuste Niyongabo
KEYWORDS:
Fundamental School, English, Teachers, Training, Burundi
JOURNAL NAME:
Creative Education,
Vol.14 No.9,
September
27,
2023
ABSTRACT: The purpose of this study was to investigate
the perceptions of 5th and 6th grades English teachers in Burundi fundamental school about their pre- service and in-service training and their
adequacy to teach English. Quantitative and qualitative data were collected via
questionnaires administered to teachers in Bujumbura, the economic capital and
a focus group with teachers in Gitega, the political capital. Teachers were
asked about their own skills in speaking, understanding, writing and reading
English and their ability to teach these skills. Teachers were also asked what
skills and resources they need to become better English teachers. Findings
reveal that teachers perceive they do not have proficiency in English and are
not skilled enough to teach it. There is a need to reform the fundamental
school teacher-training program in English and provide adequate and continuous
in-service training for all the practicing English teachers to provide them
with the necessary knowledge, skills, competence and methods to teach English.