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Auteur MESSAOUDI, youcef |
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An Evaluation of Higher Education-based Pre-service Training and School-based Initial Preparation of EFL Teachers / MESSAOUDI, youcef
Titre : An Evaluation of Higher Education-based Pre-service Training and School-based Initial Preparation of EFL Teachers Type de document : texte imprimé Auteurs : MESSAOUDI, youcef, Auteur ; HAMZAOUI, Hafida, Auteur Editeur : Université tlemcen Année de publication : 2017 Importance : 253 p. Présentation : ill. Format : 30 cm Accompagnement : cd Langues : Anglais (eng) Résumé : The extraordinary expansion of English as a global lingua franca led to continuous reconsideration of curricula of English language teaching throughout the world. Algeria, as its counterpart countries, was always trying to follow this ‘English tide’. After adopting the communicative language teaching approach in the last quarter of the 20th century, the Algerian educational system implemented the competency-based approach in 2003. In a parallel way, a novel approach, which is known in tertiary circles as the LMD system, was launched in the Algerian university. All these data imply that the goals of teaching English are going always different. This dynamic and complex nature of teaching English nowadays requires a continuous revision of the syllabi of teaching English either for preparing students to have full degrees in English, or for teaching English as a subject-matter in a broader curriculum. The present doctoral study derives its aims from the latter problematic situation since it tests whether the current EFL teacher training programmes are up-to-date to meet the goals behind the new reforms seen by the educational systems in Algeria. It is an attempt to define the student-teachers’ needs in terms of knowledge and skills to be qualified EFL teachers. In order to obtain an on-site image about these inquiries, two questionnaires were administered on two different occasions to EFL student-teachers, and a focused group interview was employed to gather a number of EFL experts. The data collected through these instruments were analysed following a mixed-method approach that included both qualitative and quantitative procedures. The main findings revealed that despite the changes realised in the university-based EFL training curriculum, student-teachers still feel unconfident about their linguistic abilities. They also expressed their weakness in many EFL facets such as: Educational Psychology, Didactics and Assessment. At the level of the school-based internship held after novice teachers’ recruitment, the trainees overtly showed their dissatisfaction with the components of the programme they went through, since it did not constitute teaching practice sessions. This investigation concludes with a number of recommendations that first call for the design of Master’s curricula specifically designed to EFL teacher training, and that take into account the real requirements of the EFL Algerian context. Some new measures to enhance EFL teaching practices and to assure quality in training were also suggested. An Evaluation of Higher Education-based Pre-service Training and School-based Initial Preparation of EFL Teachers [texte imprimé] / MESSAOUDI, youcef, Auteur ; HAMZAOUI, Hafida, Auteur . - Université tlemcen, 2017 . - 253 p. : ill. ; 30 cm + cd.
Langues : Anglais (eng)
Résumé : The extraordinary expansion of English as a global lingua franca led to continuous reconsideration of curricula of English language teaching throughout the world. Algeria, as its counterpart countries, was always trying to follow this ‘English tide’. After adopting the communicative language teaching approach in the last quarter of the 20th century, the Algerian educational system implemented the competency-based approach in 2003. In a parallel way, a novel approach, which is known in tertiary circles as the LMD system, was launched in the Algerian university. All these data imply that the goals of teaching English are going always different. This dynamic and complex nature of teaching English nowadays requires a continuous revision of the syllabi of teaching English either for preparing students to have full degrees in English, or for teaching English as a subject-matter in a broader curriculum. The present doctoral study derives its aims from the latter problematic situation since it tests whether the current EFL teacher training programmes are up-to-date to meet the goals behind the new reforms seen by the educational systems in Algeria. It is an attempt to define the student-teachers’ needs in terms of knowledge and skills to be qualified EFL teachers. In order to obtain an on-site image about these inquiries, two questionnaires were administered on two different occasions to EFL student-teachers, and a focused group interview was employed to gather a number of EFL experts. The data collected through these instruments were analysed following a mixed-method approach that included both qualitative and quantitative procedures. The main findings revealed that despite the changes realised in the university-based EFL training curriculum, student-teachers still feel unconfident about their linguistic abilities. They also expressed their weakness in many EFL facets such as: Educational Psychology, Didactics and Assessment. At the level of the school-based internship held after novice teachers’ recruitment, the trainees overtly showed their dissatisfaction with the components of the programme they went through, since it did not constitute teaching practice sessions. This investigation concludes with a number of recommendations that first call for the design of Master’s curricula specifically designed to EFL teacher training, and that take into account the real requirements of the EFL Algerian context. Some new measures to enhance EFL teaching practices and to assure quality in training were also suggested. Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité T08863 EDOC420-71/ 01 Thèse قاعة الأطروحات 420 Anglais Exclu du prêt