The aim of this article on educational alignment in mathematics and French in Goma primary schools is to: "Check whether, during the teaching-learning process, Goma primary school teachers apply the theory correctly pedagogical alignment ". In other words, check if there is consistency between the components of the pedagogical alignment. The results of the study show that these teachers have shortcomings in the application of this theory. Training is therefore necessary.
This study is about operationalizing the objectives of mathematics and French learning and their appropriateness to the evaluation issues in Goma Adventist elementary schools. It aims
- To verify if Goma Adventist elementary school teachers make mathematics and French learning objectives operational in accordance with Mager’s three criteria (action verb, achievable and measurable).
- To verify also if the evaluation items that they submit to the learners are consistent with the starting objectives.
The investigation results reveal that teachers in Goma Adventist elementary schools have serious lacunae in the theory of pedagogic objectives operationalization and that training in this field is therefore required.
The differential psychology shows us that people are different from one another. Confronted to the theories developed by Legrand and Garanderie and to the reality of the teaching land in teachers of schools the situation of this theory becomes the contrary. Thus, having assessed that the mental procedures of the child can be original and different from their teachers, the author wants to impregnate himself if really teachers are informed of the existence of this mental and procedural difference at some as for their pupils. How do they proceed to discover this originality of thought? Does he exploit which technique of teaching? What teaching techniques does he exploit? The spoken reflection or he teaches in the total ignorance of this? The results of the study indicate that in general teachers accuse a notorious ignorance in this domain of the pedagogy of the mental management and the differed pedagogy.
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