Author(s)

Consolation Mugisha^1*, Barthélemy Cimpaye², Nicolas Kirehane¹, Lucien Nahishakiye¹, Dyna Kwizera¹, Claudine Nibitanga¹, Etienne Katabirora¹, Agrippine Dukundimana¹, Daniel Nsanzubukire¹, Abraham Ntwengerabansi¹, Vénuste Niyongabo¹

¹Faculty of Educational Sciences, Hope Africa University, BI-Bujumbura, Burundi.
²Doctoral School, University of Burundi, BI-Bujumbura, Burundi.

The purpose of this study was to investigate the perceptions of 5^th and 6^th 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.

Fundamental School, English, Teachers, Training, Burundi

Mugisha, C. , Cimpaye, B. , Kirehane, N. , Nahishakiye, L. , Kwizera, D. , Nibitanga, C. , Katabirora, E. , Dukundimana, A. , Nsanzubukire, D. , Ntwengerabansi, A. and Niyongabo, V. (2023) Perceptions of Burundian Fundamental School English Teachers about the Adequacy of Their Training. Creative Education, 14, 1863-1879. doi: 10.4236/ce.2023.149119.