The Implementation of the Revised Curriculum in Basic Education

Abstract

The present study aims to investigate what the revised curriculum brought to the ELT basic education and the challenges experienced and novice teachers are facing. To be more accurate and objective, this research study is devoted to confirming whether the revised curriculum has come to make changes in support of the teachers‟ and learners‟ requirements in the Algerian schools or not. In this prospect, we have chosen the mixed method (the combination of qualitative and quantitative methods) to collect as much as data we require to validate/ not validate our hypothesis. Therefore, three tools were used. They are a questionnaire, interview, and a short experiment. We used the questionnaire to scrutinize experienced teachers‟ shift from the previous curriculum to the revised one and novice teachers‟ new experience in the domain of teaching and both interview with the inspector and experiment with first year middle school learners in Tissemsilt were used to diagnose the pupils‟ process of learning English and teachers „attitude under the second generation policy. To get deeper, 27 participants were selected to help the researcher get accurate results. The research findings show that most of the teachers agreed that the revised curriculum is beneficial though it needs to be revised and should not be final. However, the teachers and the inspector gave constructive feedbacks that can help to develop the learning process.