The Primary Cycle Teaching Experience of the Newly-recruited Teachers of English in Algeria: Integration, Challenges and Prospects The case of primary school teachers in Khenchela City
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
University of ‘Abbes Laghrour’ Khenchela
Abstract
Abstract
Algeria has recently implemented English in the primary cycle as a foreign language
subject, creating a new, challenging environment for the novice teachers of English.
Accordingly, this study aims at shedding light on these newly-recruited teachers’ experience in
the primary school. More precisely, it targets the integration process and the different
pedagogical and administrative challenges they might face them. To conduct this study, which
is mostly qualitative in nature, a questionnaire and interviews were employed. The study sample
consisted of 29 newly-recruited participants (2022-2023) from the primary schools of
Khenchela city. The interviews were conducted with three principals and three inspectors.
Results has shown that new teachers often face challenges because they haven't been trained to
handle all the problems they encounter with students, administration, and parents. Despite
tough days, they find ways to teach all students effectively and learn valuable lessons. With
time, their daily experiences help them understand students better and manage issues with
parents and administration more easily. . The study findings might provide some valuable tips
for both the teachers and the administration to boost the success of the English implementation
in the primary cycle.
Key words : EFL, Primary cycle ,Pedagogy, Teaching experience ,Teaching Integration