Anotace: The thesis "The motivation for the teaching profession" dealt with fundamental problems of motivation to the teaching profession. In the theoretical part, we have focused on general characteristics of terms that pertain to the teaching profession, particularly the theory of the teaching profession, the choice of the teaching profession, the phase of the teaching profession, teacher typology, the role of teacher training and professionalization of teachers, but also washed into the teaching profession, status of teachers in society, the prestige of the teaching profession, on motivation and disincentives to the teaching profession, teachers' job satisfaction and coping in the teaching profession. Based on this theoretical target was set of thesis and research work was carried out. The aim of this thesis was to investigate the motivation of students second and 3 year master's program, major in Teaching for elementary schools, the Faculty of natural sciences, humanities and teaching Technical University in Liberec, which leads to the choice and the teaching profession. Research has therefore focused mainly on the circumstances of the election of teacher training, assessment of the advantages and disadvantages of the teaching profession, the prestige of the teaching profession, etc. The research was...

The primary aim of this study was to explore the relevance that serving and former SAPS members who hold an academic doctorate degree attach to such a degree in the SAPS occupational environment. From a qualitative standpoint, data was collected through phenomenological in-depth individual interviews with serving and former SAPS members who hold an academic doctorate degree. In addition, a comprehensive review of the relevant national and international literature was conducted to obtain a better understanding of this phenomenon. A thematic data analysis process was followed to analyse the collected data. Various objectives were fulfilled in the completion of this study:  The relevance of an academic doctorate degree, as experienced by serving and former SAPS members, in their occupational environment was explored, identified and described.  The value that SAPS doctorate graduates add to the SAPS was explored, identified and described.  Recommendations were made regarding the optimal, efficient and effective utilisation of doctorate SAPS graduates in the occupational environment of the SAPS. The findings of this study indicate that holding a doctorate degree in the SAPS generally adds value to the various aspects of policing. However, it was found that not all doctorate graduates in the SAPS are appropriately placed and placement is not necessarily influenced by graduates’ academic qualifications. Based on the findings of this study, a framework for the appropriate placement of doctorate graduates in the SAPS was developed. This framework could serve as a management tool to sensitise SAPS management to the relevance of an academic doctorate degree. In addition, this framework could act as a management tool guiding the SAPS management regarding the correct placement of academic doctorate graduates in the organisation. This study contributes significantly to the understanding of the relevance of a doctorate degree in the SAPS, thereby contributing to new knowledge related to this phenomenon. / Police Practice / Ph. D. (Police Science)

The study aimed to identify factors that cause unprofessional conduct among trainers at the training establishments in the Northern Cape Province of the South African Police Service. The researcher focused on the status of trainers in the SAPS and aimed to determine whether In-Service Education and Training can assist in enhancing trainers’ professional status. The aim of this study was to identify how the levels of trainer professionalism within the South African Police Service could be improved. The objectives of the study were to:  identify the expected levels of trainer professionalism within the South African Police Service  describe the current levels of trainer professionalism within the South African Police Service and  make recommendations for improving the levels of professionalism within the South African Police Service. A literature review on adult learning, training and development, as well as SAPS professionalism, was conducted. The literature review subscribes to the premise that if effective facilitation methods are implemented in adult learning centres, the attempt to motivate adults to participate in learning programmes could be successful. The qualitative research methodology that was conducted involved both one-on-one and focus-group interviews with senior management, middle management and trainers. Three themes were identified from the research question and sub-questions of the study and are discussed in detail. After the empirical data were analysed, the results of the empirical evidence were interpreted. Findings revealed that there are trainers in the SAPS whose behaviour is severely lacking in professionalism. Trainers do not exhibit appropriate ethical conduct towards their adult learners and do not follow the code of conduct as prescribed for division training as is the norm. Finally, based on the research, both future studies and improved trainer professionalism programmes with specific reference to the SAPS are recommended. / Educational Leadership and Management / D. Ed. (Educational Management)

Le Parti des Travailleurs brésilien constitue une expérience marquante de construction d’un parti de gauche et de masse. Quand il nait en 1980, beaucoup se posent la question de sa nature. En 2002, quand Lula devient président du Brésil, cette question ne mérite sans doute plus la même réponse. Le PT s’est bureaucratisé, institutionnalisé et professionnalisé. Il a connu une sorte de social-démocratisation accélérée. L’étude part des spécificités du mouvement ouvrier, du syndicalisme et de la dictature (1964-1985) au Brésil. Le PT nait en 1979-80, de grandes luttes sociales, autour des syndicalistes « authentiques » (dont Lula) ; de la gauche catholique ; de militants d’extrême gauche; de l’intelligentsia de gauche ; des élus « progressistes ». Dès ses débuts, le parti s’implante dans la classe ouvrière industrielle, le secteur tertiaire (banques en particulier), les quartiers populaires, et une partie des campagnes. Le PT des années 1980 est militant, dans l’opposition sociale et politique. Après l’élection présidentielle de 1989, ratée de peu par Lula, le PT change : l’opposition parlementaire remplace la rupture; des dirigeants professionnels laissent moins de place à la base militante ; l’antilibéralisme se substitue à l’anticapitalisme; les alliances s’étendent toujours plus au centre. Jusqu’à 2001, le PT reste opposé aux politiques néolibérales. Mais le grand tournant aura lieu avec la campagne présidentielle de 2002. Le programme du parti connait une « dé-radicalisation » progressive, étudiée à travers cinq aspects significatifs du socialisme pétiste. L’étude des contenus et des styles de 4 campagnes présidentielles, de 1989 à 2002, complète ces conclusions. / The Brazilian Workers’ Party (PT) is an outstanding experience of a left-wing mass party. When it was born in 1980, many people wondered about its nature. In 2002, when Lula became the President of Brazil, this question did not deserve the same answer. The PT became bureaucratic, institutional and professional, experiencing a sort of accelerated Social-Democratization. As its starting point, this study takes the specificities of labour movement, trade unionism and the dictatorship (1964-1985) in Brazil. The PT originated in 1979-80 from mass social struggles around “authentic” trade unionists (such as Lula), left-wing Catholics, far-left activists, the left-wing intelligentsia and some “progressive” elected representatives. From the outset, the party established itself among the industrial working class, the tertiary sector (particularly the banking sector); in working-class neighbourhoods and some rural areas. The PT in the 1980s was militant, in the social and political opposition. After the 1989 presidential election narrowly missed by Lula, the PT changed: parliamentary opposition replaced the project of a clear social and political break; professional politicians left less room to the rank and file; opposing neo-liberalism took the place of anti-capitalism; its alliances increasingly broadened towards the centre. Until 2001, the PT opposed neoliberal policies. Yet the major turning point was to come with the 2002 presidential campaign. The party programme went through a gradual de-radicalization studied through 5 significant aspects of the Petista socialism. The study of contents and styles of 4 presidential campaigns from 1989 to 2002 completes these conclusions

L'administration des structures du système éducatif camerounais en l’occurrence les établissements publics d’enseignement secondaire général obéit, dans son fonctionnement, à la logique bureaucratique. Elle correspond dans son organisation à une forme pyramidale propre à un État centralisé où tout est régenté par le sommet. Le pouvoir discrétionnaire y joue un rôle indéniable dans le choix des responsables. Malgré les évolutions que connait le pays, le pilotage des lycées et C.E.S. reste indissociable de cette approche managériale. Pourtant, son obsolescence semble prononcée à cause de l’option d’une structuration politique décentralisée. En effet, si la décentralisation et ses adjuvants requièrent des citoyens professionnels, ils revendiquent aussi des responsables aux compétences avérées. Nous suggérons, à propos des chefs d’établissement susmentionnés, le passage de la fonction à la profession. La professionnalisation qui est le présupposé de cet itinéraire ne saurait s’identifier à une simple prescription institutionnelle fondée sur une normalisation des pratiques du fait d’un référentiel de compétences. La conduite de ce travail de recherche a nécessité le recours aux outils méthodologiques essentiellement qualitatifs ainsi qu’aux sociologies de l’action et de la construction. La première, dans la dimension que défend Michel Crozier, nous offre les éléments d’analyse mais aussi des méthodes et des concepts favorisant la compréhension des jeux d’acteurs. La seconde, dans une perspective d’évolution de la fonction, grâce aux travaux de Richard Wittorski, vise l’implication de tous les acteurs notamment ceux jouissant des « compétences incorporées » pour une émergence des savoirs réels de la profession. Cette recherche a établi les différents gains qu’un tel processus peut procurer à toute la communauté éducative. / The management of schools in Cameroon’s educational system, notably government schools in the general secondary education, follows the bureaucratic logic pertaining to its functioning. This system is organized as a pyramid typical of that of a centralized system of governance which is a top-to-bottom approach. Discretional power plays an undeniable role in the appointment of officials. Despite the country’s evolution, the running of lycées and colleges remains intertwined to this management approach. And yet, its obsolete nature is glaring given the choice of a decentralized political structure. In fact, if the process of decentralization and all its accessories demand professional citizens, they also aspire to officials with established competences. In the case of these aforementioned school directors, we suggest a move from a position to a profession. Professionalization which is a prerequisite for this career path could not be limited to a mere institutional prescription based on the normalization of practises given a competences framework of reference. This research work required the use of mainly qualitative methodological tools as well as sociological action and construction tools. The first of them, in the dimension backed by Michel Crozier, provided us with analytical components as well as methods and concepts which will enhance the understanding of actors’ roles. The second one which is in line with an evolution in the position and gets its grounds from Richard Wittorski’s publications did target the involvement of all actors, especially those benefiting from ‘incorporated competences’. This study has portrayed the various benefits that such a process can bring to the entire educational community.

Made available in DSpace on 2016-04-27T14:31:57Z (GMT). No. of bitstreams: 1 Marcia Zendron de Campos.pdf: 1646100 bytes, checksum: 9264a159e01097ddba0e99a14b62ceba (MD5) Previous issue date: 2006-12-15 / This study aims at underscoring the pressing search of a new meaning for the concept of practice in the initial teaching licensing formation course. Such meaning should refer to the legislation regulating this universe, and point at both a curricular restructuring panorama and the reflexive teaching theories for teacher education; those, in turn, face the issue of how to meet the National Curricular Guidelines (Resolutions CNE/ CP 01 and 02/2002) in relation to 800 hours of practice for teaching licensing courses. With the objective of identifying how such practice has been carried out, I conducted descriptive, interpretive and qualitative research in which, through the analysis of the discourse from 14 teachers in 5 teaching licensing courses in a private university, I found out the existence of the predominance of teaching practice and internship. However, good initiatives of changing from the concept of supervised internship emphasizing technical rationality toward a concept of the field of knowledge generated from reflexive practice have been suggested. Those initiatives show the intention of updating the practice dimension in the curriculum. The latter is, nevertheless, made difficult due to a certain misunderstanding in relation to both the nature of such practice as a curricular component and the way of using it, as inferred from the discourses analyzed in this study. From this realization, proposals and examples of how to apply this practice as a curricular component are presented in this study. It is also concluded that the articulation of theory and practice as the curricular core is not carried out, except in some isolated disciplines. Facing this situation, it may be said that the panorama does not favor the professional development underscoring the role of the teacher as someone active, critical, creative and compromised with the educational goals in Basic Education, away from the perspective of teacher professionalization / Este estudo pretende enfatizar a busca premente de um novo significado para a concepção de prática no curso de formação inicial, licenciatura, tendo como referência a legislação que normatiza esse universo e acena para o panorama de reestruturação curricular, bem como as teorias da prática reflexiva com fins à profissionalização docente, referenciais confrontadas com o problema sobre como atender às Diretrizes Curriculares Nacionais que regem as Resoluções CNE/CP 1 e 2/2002 na indicação das 800 horas de prática para os cursos de licenciatura. Tendo como objetivo identificar como esta prática vem sendo promovida, realizei uma pesquisa de campo descritiva, interpretativa e de cunho qualitativo, em que, a partir da análise de discursos de 14 docentes em 5 cursos de licenciatura em uma universidade particular, pude constatar a predominância da prática de ensino e estágio. Na obstante isso, por um lado, boas iniciativas quanto a alterar o conceito do estágio supervisionado com ênfase na racionalidade técnica vêm sendo sugeridas com vistas a uma concepção de campo de conhecimento que se promova a partir de uma prática reflexiva, o que mostra intenção em atualizar a dimensão prática no currículo, dificultada, de outro lado, por certa incompreensão quanto à natureza dessa prática enquanto componente curricular e quanto ao modo pelo qual realizá-la, como é possível inferir dos discursos em questão. A partir dessa constatação, são apresentadas proposições e exemplos de como trabalhar a prática como componente curricular no decorrer do estudo. Conclui-se ainda que não se promove a articulação da prática e teoria enquanto eixo do currículo, mas apenas em algumas disciplinas isoladas. Em face disso, é possível dizer que o panorama desfavorece uma profissionalidade que ressalta o papel de professor como alguém atuante, crítico, criativo e comprometido com as finalidades educacionais na educação básica, distanciando-se da perspectiva de profissionalização docente

Made available in DSpace on 2016-04-27T16:33:01Z (GMT). No. of bitstreams: 1 Valeria de Souza.pdf: 5116971 bytes, checksum: b5cf54a3272b1ca8e1f60ea2874b512f (MD5) Previous issue date: 2015-02-25 / This work aims to question the current actions of teacher evaluation, specially the policy of Merit-based Promotion, with the objective of analyzing them according to the manifestations of the educational professionals of the Department of Education of the State of São Paulo. The theoretical references include the following authors: Stephen Ball, with his policy cycle approach; Viñao Frago, in order to understand the concept of reform in the perspective of the school culture, the managers culture and the reformers culture; Claude Lessard, to accomplish the analysis of different approaches about teacher evaluation. This research is considered having quantitative and qualitative nature, involving a descriptive-analytical study of proposals, actions and agents that convey ideas about the policy of Merit-based Promotion. In order to do so, we used documental analysis of 67 questionnaires answered by professionals of the educational system of the state of São Paulo (supervisors, directors and teachers) from 04 Boards of Education (from the great ;region of São Paulo and from the countryside of the state), chosen by their profile in the selection process of promotion in 2012. This work, therefore, investigated the policy of Merit-based Promotion, questioning it concerning the ideas, backgrounds, characters, paths, forms and proceedings that form it, focusing them on the perspective of the discourses and actions of the regulators and questioners (context of the influence and the text production), as well as in the perspective of the academic studies (context of the results/effects) and manifestations of educational professionals who work at the public system of the state of São Paulo (context of the practice). Another aim of this investigation was also questioning how the policy strategies are created and recreated, from the regulators and questioners points of view. The main results allowed us to observe, from the analysis of the multiple contexts, how such policy influences careers, practices and conceptions of the professionals of the educational system of the state of São Paulo, acting as a system of control and standardization. It was also possible to confirm the hypothesis that there are many actors who reinterpret and give a new meaning to the policy of Merit-based Promotion; however, the educational professionals are not the most influent actors in this process / Esta investigação problematiza as ações atuais de avaliação docente, em especial a política de Promoção por Mérito, tendo como objetivo analisá-las segundo as manifestações dos profissionais da educação no âmbito da Secretaria Estadual de Educação de São Paulo. O referencial teórico inclui os seguintes autores: Stephen Ball por sua abordagem do ciclo de políticas (policy cycle approach);Viñao Frago para compreender o conceito de reforma na perspectiva da cultura escolar, cultura dos gestores e cultura dos reformadores; Claude Lessard para análise das diferentes abordagens sobre avaliação docente. Trata-se de pesquisa de natureza quantitativa e qualitativa envolvendo um estudo analítico-descritivo de propostas, ações e agentes que veiculam ideias sobre a política de Promoção por Mérito. Para tanto, são utilizadas análises documental e de 67 questionários respondidos por profissionais da rede educacional paulista (supervisores, diretores e professores) de 04 Diretorias de Ensino (da Grande São Paulo e do interior do estado), selecionados por seu perfil em relação ao concurso de promoção realizado em 2012. Esta pesquisa, portanto, investiga a política de Promoção por Mérito, problematizando-a quanto às ideias que a conformam, cenários, personagens, percursos, modalidades e instâncias, focalizando-os na perspectiva dos discursos e ações de regulamentadores e problematizadores (contexto da influência e da produção de texto), bem como na perspectiva dos estudos acadêmicos (contexto dos resultados/efeitos) e manifestações de profissionais da educação que atuam na rede pública estadual de São Paulo (contexto da prática). A investigação procura problematizar também como as estratégias políticas são criadas e recriadas, tanto do ponto de vista dos regulamentadores quanto dos problematizadores. Os principais resultados desta investigação permitem constatar, a partir da análise dos múltiplos contextos, como tal política influencia carreiras, práticas e concepções dos profissionais da educação da rede pública paulista, atuando como mecanismo de controle e padronização. Foi possível confirmar, ainda, a hipótese de que são muitos os atores que ressignificam e reinterpretam a política de Promoção por Mérito, porém, não são os profissionais da educação os atores mais influentes neste processo

Made available in DSpace on 2016-04-27T16:33:18Z (GMT). No. of bitstreams: 1 MARCIA ELEANE BRAGHINI DEUS DEU.pdf: 944858 bytes, checksum: 1e64657a019d266c5ed1bb4b8a0670fe (MD5) Previous issue date: 2007-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study answers the following question: What are the elements which characterize the relationships among the teachers of both cycles of the primary school (1st to 4th grades and 5th to 8th grades), in those teachers view, and how does this relationship interfere in the construction of their identities? The objective of the research consists of investigating the perceptions that teachers from both segments of the primary school have about themselves and about each other, about the role they perform at school, and the relationships they establish amongst themselves. The study has the hypothesis that the views/ perceptions that the primary school teachers from one cycle (1st to 4th grades) have about the teachers from the other cycle (5th to 8th grades) contribute to the remoteness or the approach among them, with consequences in their view on the educational work accomplished in both cycles. Some authors supply theoretical reference for the study, such as: J. Gimeno Sacristán, (concept of practice/ pedagogical action); A. Pérez Gómez and L. Brunet (culture, school culture and educational culture); M. Tardif, A. Hargreaves, M. Apple and others (professionalization, knowledges and educational work); C. Dubar (identity construction) and P. Berger and T. Luckmann (reality interiorization and identity formation). It is a research of qualitative nature, analytical descriptive of the teachers perception regarding the relationships amongst themselves and about their own work, by means of dynamics with characteristics of Focus Group, accomplished in meetings with 40 Primary School teachers (from both cycles) of two state public schools at a municipal district of the area of São Paulo, gathered in three groups. The meetings were recorded in audio and video and the data obtained were transcribed, organized in synthesis charts of depositions, whose analyses seek the elements capable to elucidate how the teachers see themselves; how they see each other and the work they accomplish; what they say about the relationships among them and which role they attribute to the school and the school system / Este estudo procura responder a seguinte pergunta: Que elementos caracterizam as relações entre os professores dos dois ciclos do ensino fundamental, na visão desses mesmos professores, e de que maneira tal relacionamento interfere na construção de suas identidades? O objetivo da pesquisa consiste em investigar as percepções que professores dos dois segmentos do ensino fundamental têm de si mesmos e uns dos outros, do papel que desempenham na escola, das relações que estabelecem entre si. Norteia este estudo a hipótese de que as visões/ percepções que os professores de um ciclo do ensino fundamental têm dos professores do outro ciclo deste nível de ensino contribuem para o afastamento ou para a aproximação entre eles, com conseqüências na visão que expressam sobre o trabalho educativo realizado nos dois ciclos. Fornecem referencial teórico para o estudo autores como: J. Gimeno Sacristán, (conceito de prática/ ação pedagógica); A. Pérez Gómez e L. Brunet (cultura, cultura escolar e cultura docente); M. Tardif, A. Hargreaves, M. Apple e outros (profissionalização, saberes e trabalho docente); C. Dubar (construção de identidade) e P. Berger e T. Luckmann (interiorização da realidade e formação da identidade). Trata-se de pesquisa de natureza qualitativa, do tipo analítico descritiva da percepção dos professores a respeito das relações que mantêm entre si e de seu próprio trabalho, por meio da utilização de dinâmicas com características de Grupo Focal, realizadas em encontros com 40 professores de Ensino Fundamental (Ciclos I e II) de duas escolas públicas estaduais de um município da região da Grande São Paulo, reunidos em três grupos. Os encontros foram gravados em áudio e vídeo e os dados obtidos foram transcritos e organizados em quadros síntese de depoimentos, cujas análises procuram os elementos capazes de elucidar como os professores vêem a si mesmos; como vêem uns aos outros e ao trabalho que realizam; o que dizem das relações que se estabelecem entre eles e que papel atribuem à escola e ao sistema escolar

Made available in DSpace on 2016-04-27T16:33:47Z (GMT). No. of bitstreams: 1 Livia Freitas dos Santos.pdf: 1677376 bytes, checksum: ac6ce36af498c1e2889b3cc1022e45e1 (MD5) Previous issue date: 2009-02-27 / Secretaria da Educação do Estado de São Paulo / This research aims at the study of the relationship between the examination for public school teachers, the process of teacher's professionalization and the socio-cultural profile of teachers approved. It is a member of the project of the research Processos de Formação de Professores e Estatuto Profissional do Magistério, from the line of research Escola e Cultura: As perspectivas das Ciências Sociais, developed in the ambit of the Studies of Post graduated program in Education: History, Politics, Society. It analyzes both recent examinations released by the City hall County of São Paulo, for Adjunct Professor (2004) and for Tenured Professor (2007), the County education system and career organization and the socio-cultural profile of the History teachers approved in both examinations , divided by classification order and by examination taken (A1, A2, A3, and T1, T2, T3). The research conducting referential are Nóvoa, in the matters to the process of educational professionalization; Weber in the analyses of the examination as a tool of the state bureaucracy and Bourdieu, to the analyses of the teachers' socio cultural profile, from their nuclear concepts, social and cultural capital, campus and habitus. For the analyses, two legal devices were used for the school teaching examination organization (edictal) and to the intern organization of the Education County net (school teaching statute, laws, decrees, lobbies; and also the questionnaires to the approved history teachers, applied between February and June, 2008, about their origin, cultural practices, graduation, opinions of the teachers process of professionalization being an important tool of the modern civil service for the selection, the edictal reveals the professional expected by the State and also the dispute for the genuine knowledge into the educational campus acted by many political groups; the different positions occupied by the teachers and the legal inconstancies provoke varied states and instability inside the net; the expectations presented by the teachers concerning the examination and the profession are linked to the cultural capital they have and the social space they occupy / Esta pesquisa teve por objetivo estudar as relações entre o concurso público, o processo de profissionalização dos professores e o perfil sócio-cultural dos professores aprovados. É integrante do projeto de pesquisa Processos de Formação de Professores e Estatuto Profissional do Magistério, da linha de pesquisa Escola e Cultura: perspectivas das Ciências Sociais, desenvolvidos no âmbito do Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade. Analisaram-se os dois concursos recentes realizados pela Prefeitura do Município de São Paulo, para professor adjunto (2004) e para professor titular (2007), a organização da rede e da carreira docente deste município e o perfil sócio-cultural dos professores de História aprovados nos dois concursos, divididos por ordem de classificação e por concurso prestado (A1, A2, A3 e T1, T2, T3). Os referenciais norteadores da pesquisa foram Nóvoa, no que concerne ao processo de profissionalização docente; Weber, na análise do concurso enquanto instrumento da burocracia de Estado; e Bourdieu, para análise do perfil sócio-cultural dos professores, a partir de seus conceitos nucleares: capital cultural e social, campo e habitus. Para a análise, utilizou-se dos dispositivos legais para a organização do concurso (editais) e para a organização interna da rede municipal de educação (estatuto do magistério, leis, decretos, portarias); além de questionários aplicados aos professores de História aprovados, entre os meses de fevereiro e junho de 2008, sobre a sua origem, práticas culturais, formação, opinião sobre o concurso e a carreira. Verificou-se que o concurso está no cerne do processo de profissionalização dos professores, sendo um importante instrumento da burocracia moderna para a seleção; o edital revela o profissional esperado pelo Estado e a disputa pelo saber legítimo dentro do campo educacional operada pelos diversos grupos políticos; os diferentes cargos ocupados pelos professores e as inconstâncias legais provocam status diferenciado dentro da rede e desestabilização; as expectativas manifestas pelos professores em relação ao concurso e à profissão estão ligadas ao capital cultural que possuem e ao espaço social que ocupam

Notre recherche en thèse de doctorat vise à mettre en éclairage la situation de la professionnalisation des professeurs de français en Égypte autour de la formation continue de la compétence de l’oral. Nous avons pour objectif de comprendre leurs difficultés, leurs besoins voire leurs attentes lorsqu’il s’agit de suivre un stage de formation continue à la compétence orale. Nous tentons également de mettre en évidence les difficultés auxquelles ils font face lors de la mise en œuvre des compétences communicatives avec leurs élèves en classe au sein des lycées publics. Nous avons pour but de les professionnaliser aux compétences communicationnelles en vue de transmettre, par la suite, les acquis des programmes de formation continue à leurs élèves en classe. On ne forme pas pour former mais pour les aider à transférer les connaissances, les savoirs et les expériences de la formation en classe de FLE. Cette recherche est construite sur des bases originales et empiriques. Elle part de l'analyse des difficultés, des besoins et des attentes reconnus des enseignants égyptiens de FLE et tend à modéliser une démarche scientifique de remédiation. L’idée de cette recherche est d’aider les professeurs égyptiens de FLE à développer leurs compétences communicationnelles de manière professionnelle en fonction des nouveaux critères du Cadre Européen Commun de Références pour les Langues, de la didactique de FLE, des nouvelles théories de la formation continue et de la professionnalisation de la profession enseignante. L’objectif est de stimuler la pratique linguistique réelle des compétences communicatives par un maximum de situations d’échanges et création verbale chez les enseignants égyptiens du FLE. Il faut "remplir" la parole souvent incertaine de professionnels du français, le plus souvent amplement informés des réalités de la langue et de certaines théories, mais qui, privés de pratique et soumis aux conditions générales d'enseignement (nombres, non-motivation, manuel, examen), voient leur rôle réduit à celui de répétiteurs. Cette remise à niveau ne prétend pas palier la formation initiale universitaire inadaptée. Elle vise à mettre les professeurs en confiance, de les rendre autonomes et capables de s’exprimer aisément et porteurs d’une image renforcée de leur discipline et de les mettre ainsi en meilleure posture dans les scénarios souhaitables de réforme de l'enseignement pré-universitaire égyptien, surtout s’ils apportaient un abaissement de l’âge de début d’apprentissage de la deuxième langue, un allongement et une diversification des programmes d’enseignement. / Our philosophy Doctorate "PhD" research aims at highlighting the conditions of the French language teachers in Egypt in terms of the continuing training for oral competency. We aim to understand their difficulties, their needs or even their expectations when it comes to undertaking a training course in oral efficiency. We also try to high light the difficulties teachers face in exercising communication skills with their students in class in public high schools. Our goal is to professionalize their communication skills in order to pass on the results of continuing education programs to their students in classrooms. We do not train just for training but rather to help teachers transfer and pass on their knowledge, cognisance and experiences of French Language Education "FLE" classroom training. This research is built on original and fundamental bases. It starts with the analysis of the difficulties, needs and expectations recognized by Egyptian teachers of FLE then it goes on to set a scientific approach for remedy. The idea of this research is to help the Egyptian teachers of FLE to develop their communication skills professionally according to the new criteria of the Common European Framework of References for Languages, the didactics of FLE, training and teaching profession new theories. The aim is to stimulate the actual linguistic practice of communicative skills through exchange of situations and verbal creation among Egyptian FLE teachers. It is necessary to "realize" the often uncertain promise of French language teachers, most often fully informed of the realities of the language and certain theories, but who, deprived of practice and subject to the general conditions of teaching (student numbers, no motivation, material content, examination), see their role reduced to that of just repeaters. this reform doe snot claim to compensate for the inadequate basic and initial academic training. It aims to build up teachers' confidence, to achieve their autonomy, become able to express themselves easily and perform their mission efficiently giving reinforced image of their study discipline. As such, it places them in a better position to achieve the desirable scenarios of Egyptian pre-university education reform. The age for second language learning should start earlier thus giving the opportunity for extention and diversification of the teaching programs.