This study focuses on the entry profiles of student teachers in teacher training centers and their capacity to adapt to learning in Ivory Coast. It looks at the possible influences of the various learning adaptation factors in order to explain the different profiles of student teachers at the end of their training. We believe that the more continuous the schooling of student teachers, the better their ability to adapt to learning. The questionnaire and the interview were the preferred instruments for collecting data from 250 student teachers in the Pedagogical Animation and Training Centers (CAFOP) of Korhogo. The results obtained show that there are three profiles of pupil-teachers: (i) learners with uninterrupted schooling have a good capacity to adapt to learning, (ii) pupil-teachers with an interruption in their schooling of between zero and five years have some difficulty in adapting to learning and (iii) those with an interruption in their schooling of between five and more years have enormous difficulty in adapting to learning. All the information underlines the usefulness of being aware of the effectiveness in the selection of the best profiles of student teachers within the CAFOP in Côte d’Ivoire in order to ensure them a good pedagogical training for a better care of the children.
Keywords: Profile, student teacher, training, adaptation, CAFOP
