Teacher Training and Educational Reforms: Contextualizing the Change in the Algerian System

Abstract

We live in an increasingly globalized world which is experiencing very rapid and fundamental transformations. Hence communication in various languages has become an indispensable necessity in society. These transformations require quality training in order to meet the objectives of teaching, the needs of learners and the interests of the society. To this end, the present work aims to investigate Foreign language teachers’ views toward the effectiveness of the current reform approach and its role in teacher training in Algeria, while analysing the Common European Framework of Reference to uncover the necessary competencies the foreign languages teacher must have. The research holds both a quantitative and qualitative nature as it addresses surveys to a sample of thirty teachers and an interview with two European pedagogy representatives. The first chapter in this dissertation offers insights about the previous literature in the field of teacher training and educational reforms. The second chapter presents the description and explanation of the practical side of this research. In the third chapter the results of this study are demonstrated as it displays the teachers’ concerns about the current status of teacher training and the currently used approach. The chapter, then, ends with a suggested model inspired by the Common European Framework of Reference which can play a major role to enhance the current situation.