Teacher Training and Teachers’ Challenges Between Theory and Practice in the Light of the Competency-Based Approach in EFL Classes: the Case of High School Teachers in Béjaïa, Boumerdes & Tizi-Ouzou
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Date
2022
Authors
Journal Title
Journal ISSN
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Publisher
Mouloud Mammeri University
Abstract
This dissertation aims to shed light upon the issue of pre-service teacher training (TT) in
Algeria, more specifically English as a foreign language teacher training (EFL TT) in the
light of the Competency-Based Approach (CBA). It documents the alignment between
the pre-service theoretical EFL TT and the principles of CBA. It also investigates the
challenges teachers face while implementing the Competency- Based Approach in their
classrooms.
The overall scope is to contribute to the improvement of teacher training in Algeria so
that it efficiently prepares teachers for the implementation of CBA.The data collection
took the form of questionnaires addressed to graduate EFL teachers, interviews held with
in-service TEFL inspectors together with a content analysis of the official documents
related to the application of the CBA in the Algerian education system. The findings of
this empirical investigation reveal a prevalence of the pre-service TT theoretical
curriculum in disfavour of the teaching practice. This state of things prevents the student
teachers from practising the CBA principles and justifies many of the challenges
in-service teachers face in their classrooms. Henceforth, the alignment of the insufficient
pre-service teaching practice in the EFL TT with these challenges is confirmed. These
findings indicate the need for enhancing pre-service EFL TT by adjusting it to the CBA
principles. This can occur through the Curriculum update as well as with the collaboration
of the inspectors of National Education and teachers who are best indicated for providing
feedback about the pre-service teacher training weaknesses.
Description
108p. : Ill. en coul. ; 30cm(+CD-Rom)
Keywords
challenges, Competency-Based Approach, pre-service teaching practice, pre-service theoretical curriculum, teacher training
Citation
DIDACTICS OF FOREIGN LANGUAGES