Résumé:
In spite of the development of the teaching process, the teacher nowadays still faces difficulties in transmitting the message to his/her students. Among those difficulties is the lack of teacher training before entering the profession or what is called pre-service training.
This study aims at examining the effectiveness of pre-service training on the EFL teachers’ performance and the learners’ achievement in the Algerian context. It also seeks to explore knowledge that pre-service training programme should provide for EFL teachers. A set of
hypotheses was suggested. First, pre-service training contributes effectively to the EFL learners’ progress. Second, knowledge about language has to be mastered by EFL student teachers and how to be transmitted correctly to learners with different styles, needs and
interests. To test those hypotheses; a questionnaire, an interview and classroom observation were utilized. The research findings reveal that pre-service training equips student teachers with the necessary practice and knowledge before being embarking on the job to enhance their productivity. Then, the enhancement of teachers’ productivity leads to develop the learners’ performance. Hence, pre-service training must be integrated at the level of universities (within the LMD system) to ensure high learning quality.
