Overview

The aim is to analyze the coaching approaches that can be implemented by hierarchical supervisors to facilitate the construction of knowledge by teachers in Cameroon's Ecoles Normales d'Instituteurs de l'Enseignement Normal G�n�ral. The theoretical models of Piaget (1978), Vygotsky (1934 / 1997), Bandura (1984), Bruner (2002) and Beaudry (2016) in Raby and Viola (2016), which maintain that in cooperative learning situations, the supervisee can acquire knowledge alone and/or with the support of a supervisor more experienced than him/her, were called upon. We used both provoked data (interview, focus group) and elicited data (questionnaire). The simple random sampling technique was used to select the four regions (Centre, Littoral, Ouest, Sud) in which the study was to be carried out. The non-probability sampling technique of absolute convenience and cluster sampling was used to select 146 teachers.

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