[ Croyances des Enseignants sur le Nouveau Programme de Langues Etrangères en Algérie: Une Etude Qualitative ]
Volume 13, Issue 1, January 2015, Pages 200–207
Fouzi Bellalem1
1 English Department, University of Yanbu, Yanbu, Saudi Arabia
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Recent political and economic developments in Algeria led to educational reforms. This article reports on a qualitative study that explored the beliefs of French and English teachers on a new curriculum that was introduced in Algeria. The results indicate that there is a mismatch between the teachers' beliefs and the innovation. The study explored the factors that underpinned this incompatibility from a socio-political perspective. As a conclusion, it is argued that the beliefs of the participants had not in fact been challenged before the implementation of the new curriculum. It is suggested that training which encourages reflective practice must be given priority. It is also recommended that policy makers and teachers should strive to promote dialogue in order to improve the education situation in Algeria.
Author Keywords: Teachers' beliefs, foreign languages, Curriculum innovation, Algeria.
Volume 13, Issue 1, January 2015, Pages 200–207
Fouzi Bellalem1
1 English Department, University of Yanbu, Yanbu, Saudi Arabia
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Recent political and economic developments in Algeria led to educational reforms. This article reports on a qualitative study that explored the beliefs of French and English teachers on a new curriculum that was introduced in Algeria. The results indicate that there is a mismatch between the teachers' beliefs and the innovation. The study explored the factors that underpinned this incompatibility from a socio-political perspective. As a conclusion, it is argued that the beliefs of the participants had not in fact been challenged before the implementation of the new curriculum. It is suggested that training which encourages reflective practice must be given priority. It is also recommended that policy makers and teachers should strive to promote dialogue in order to improve the education situation in Algeria.
Author Keywords: Teachers' beliefs, foreign languages, Curriculum innovation, Algeria.
Abstract: (french)
Les récents développements politiques et économiques en Algérie ont abouti aux réformes du système éducatif. Cet article nous rend compte d'une étude qualitative qui a exploré les croyances des enseignants de Français et d'Anglais sur l'innovation des programmes en Algérie. Les résultats indiquent qu'il y existe une incompatibilité entre les croyances des enseignants et l'innovation. L'étude met en évidence les facteurs qui favorisent cette incompatibilité d'un point de vue sociopolitique. En conclusion, il est soutenu que les croyances des participants n'avaient pas en fait été contestées avant la mise en œuvre du nouveau programme. Il est suggéré que la formation qui favorise la pratique réflexive doit être traitée en priorité. Il est également recommandé que les responsables politiques ainsi que les enseignants doivent s'efforcer à encourager un dialogue réciproque en vue d'améliorer le système éducatif en Algérie.
Author Keywords: Croyances de professeurs, Langues étrangères, Innovation pédagogique, Algérie.
How to Cite this Article
Fouzi Bellalem, “Teachers' Beliefs about the New Foreign Language Curriculum in Algeria: A Qualitative Study,” International Journal of Innovation and Scientific Research, vol. 13, no. 1, pp. 200–207, January 2015.
