PLACE DU DISCOURS THÉÂTRAL DANS LA FORMATION DE FORMATEURS: RÉALITÉ ET PROPOSITIONS DIDACTIQUES
THE PLACE OF THEATRICAL DISCOURSE IN PRE-SERVICE TEACHER TRAINING EDUCATION: REALITIES AND PEDAGOGICAL GUIDELINES

Summary/Abstract: The present research paper aims to identify the place of theatrical discourse in training secondary school pre-service teacher trainees in Algeria. It will try first to examine the content of this training program and then analyze the perceptions of secondary school pre-service teacher trainees (PES). Our objective is to explore the contributions of this training and to check whether it really helps them to teach the theatrical discourse effectively in FFL (French as a Foreign Language) classes. To reach this objective, we used two investigative tools, namely the semi-directed interview with teachers of literature and the questionnaire filled in by pre-service teacher trainees in their final year of studies at the Teacher Training College of Bouzaréah (ENSB). Based on the data collected, this study attempts to propose pedagogical guidelines likely to enrich the teaching of theatre in university settings and to integrate thearitical practices into FLE courses.

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