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A study of the practice component of English language teacher education programmes: Algeria in the international context

Date
2025
Abstract
In recent years, teacher education curricula have come under intensified examination amid global efforts to raise student achievement and improve educational systems. Research consistently affirms that teacher quality is pivotal to both individual student outcomes and broader system efficacy (Barber and Mourshed, 2007; Darling-Hammond, 2000; Rivkin et al., 2005). High-impact teacher preparation programmes are distinguished by substantial opportunities for practical experience (Hall et al., 2018). Accordingly, many countries are embedding practice-based elements in teacher education to bridge the divide between theory and practice (Lampert et al., 2010). This study explores the enactment of pedagogies of practice (Grossman et al., 2009) and the teaching practicum within Algerian English language teacher education, using Ireland and Scotland as comparative references. Through a qualitatively driven mixed-methods design, incorporating online questionnaires, semi-structured interviews, and programme curriculum analysis, the research uncovers marked discrepancies in the integration of practice components. Algerian programmes exhibit theoretical dominance with scant practical engagement, whereas TESOL programmes in Ireland and Scotland demonstrate well-structured theory-practice alignment and well-supported practicum opportunities. Participants across all three settings expressed generally positive attitudes towards practice-based pedagogies and their role in professional growth. Yet Algerian participants were less positive about practicum length and preparedness than their Irish and Scottish peers. The findings indicate that Algerian programmes could enhance student teacher readiness by adopting the practice-oriented strategies evidenced in Ireland and Scotland.
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Description
Publisher
University of Limerick
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Doctoral
School of Modern Languages and Applied Linguistics
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Charrak_2025_Study.pdf
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Keywords
teacher education curricula, English language teacher, Algeria
ULRR Identifiers
https://hdl.handle.net/10344/31275
 https://doi.org/10.34961/18792
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Funding Information
Sustainable Development Goals
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Thesis
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http://creativecommons.org/licenses/by-nc-sa/4.0/
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