The didactic unit in the elaboration of teaching contents

Abstract

This article seeks to interrogate the use of the instructional unit as a teaching resource in resource-poor secondary schools. A qualitative approach was used to conduct this study. A semi-open-ended questionnaire was used to collect data from 10 teachers who participated in the study. The theory of change was adopted for this study because some of the accompanying teachers resisted the use of the didactic unit by the French as a Foreign Language trainees during their teaching practice. The results indicate that most of these teachers do not know the notion of the didactic unit. Thus, they do not use it in their courses. By its functions and steps that can be applied in any country, this study reveals that it can function as a pedagogical resource in institutions that lack pedagogical resources through authentic documents. In conclusion, teachers of French as a foreign language in secondary schools in Lesotho need training and motivation to accept that the field of French language teaching is evolving and this requires flexibility to be open to new things brought by the trainees.