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Titre : Evaluation of the students‟ needs in the teaching methodology curriculum. : The case of bac+4 and bac+5 students of english at the “higher teacher training school” (ecole normale superieure) of Constantine Type de document : texte imprimé Auteurs : Leila Djouimaa, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 353 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Needs, needs assessment teaching methodology curriculum teacher training evaluation needs assessment Besoins méthodologie de l‟enseignement formation des enseignants évaluation analyse des besoin
رغبات منهاج التعليمية منهاج تكوين الأساتذة تقويم دراسة الرغباتIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This thesis is intended to investigate the students‟ needs in the Teaching Methodology Curriculum at the “Higher Teacher Training School”. The theoretical contribution of this research is an attempt to draw attention to the teacher training curriculum development as a systematic process involving various planning, design, implementation and evaluation processes where needs analysis is central. Particular focus is on the teaching methodology domain, being the level around which most of the student teachers‟ expectations and demands are articulated. Within this perspective, the purpose is to evaluate the Teaching Methodology curriculum in terms of its response to the students‟ needs and expectations, hypothesizing that needs assessment in this context is a matter of developers‟ perceptions where the other stakeholders‟ views, including students‟ felt needs and educational experts‟ attitudes, are neglected. The research was led through the evaluation of the curriculum guide making use of Brown‟s 1995 curriculum development model which revealed that, not only needs analysis is skipped from the development process, but that the document‟s content is almost a list of topics which may be interpreted and implemented differently by its probable users. Other significant data have been obtained through the analysis of three questionnaires addressed to teachers, students, and supervisors. The results of the analysis of these three means of research revealed that the curriculum guide does not reflect its implementation by teachers who undertake unofficial, informal needs assessment but more importantly who could confirm that the courses they teach respond to the students‟ expectations. Furthermore, the students have not only confirmed their teachers‟ views but also identified the abilities they could demonstrate on fulfillment of the curriculum. They spotted areas where they demonstrated weaknesses that teachers should examine for purposes of improvement. On the other hand, supervisors have confirmed the pertinence of most of the curriculum content to teacher preparation and have identified the weaknesses they observed at the “Higher Teacher Training School” trained teachers. On the basis of these findings, pedagogical advice and suggestions are provided to the teacher trainers and course developers.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/DJO1398.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10211 Evaluation of the students‟ needs in the teaching methodology curriculum. : The case of bac+4 and bac+5 students of english at the “higher teacher training school” (ecole normale superieure) of Constantine [texte imprimé] / Leila Djouimaa, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 353 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Needs, needs assessment teaching methodology curriculum teacher training evaluation needs assessment Besoins méthodologie de l‟enseignement formation des enseignants évaluation analyse des besoin
رغبات منهاج التعليمية منهاج تكوين الأساتذة تقويم دراسة الرغباتIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This thesis is intended to investigate the students‟ needs in the Teaching Methodology Curriculum at the “Higher Teacher Training School”. The theoretical contribution of this research is an attempt to draw attention to the teacher training curriculum development as a systematic process involving various planning, design, implementation and evaluation processes where needs analysis is central. Particular focus is on the teaching methodology domain, being the level around which most of the student teachers‟ expectations and demands are articulated. Within this perspective, the purpose is to evaluate the Teaching Methodology curriculum in terms of its response to the students‟ needs and expectations, hypothesizing that needs assessment in this context is a matter of developers‟ perceptions where the other stakeholders‟ views, including students‟ felt needs and educational experts‟ attitudes, are neglected. The research was led through the evaluation of the curriculum guide making use of Brown‟s 1995 curriculum development model which revealed that, not only needs analysis is skipped from the development process, but that the document‟s content is almost a list of topics which may be interpreted and implemented differently by its probable users. Other significant data have been obtained through the analysis of three questionnaires addressed to teachers, students, and supervisors. The results of the analysis of these three means of research revealed that the curriculum guide does not reflect its implementation by teachers who undertake unofficial, informal needs assessment but more importantly who could confirm that the courses they teach respond to the students‟ expectations. Furthermore, the students have not only confirmed their teachers‟ views but also identified the abilities they could demonstrate on fulfillment of the curriculum. They spotted areas where they demonstrated weaknesses that teachers should examine for purposes of improvement. On the other hand, supervisors have confirmed the pertinence of most of the curriculum content to teacher preparation and have identified the weaknesses they observed at the “Higher Teacher Training School” trained teachers. On the basis of these findings, pedagogical advice and suggestions are provided to the teacher trainers and course developers.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/DJO1398.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10211 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DJO/1398 DJO/1398 Thèse Bibliothèque principale Thèses Disponible Towards a more democratic model to English language curriculum development through task−based action research / Lazhar Gherzouli
Titre : Towards a more democratic model to English language curriculum development through task−based action research : the case of secondary school teachers of the wilaya of Sétif Type de document : texte imprimé Auteurs : Lazhar Gherzouli, Auteur ; Abdelhak Nemouchi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 258 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : le curriculum recherche en action l'implementation curriculum action reseach تطبيق المناهج البحث الاجرائي المنهج الدراسي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : In the 21st century, the need for countries around the world to circumnavigate through the impact of globalization with more responsive school curricula was evident. In Algeria,curriculum reform of the year 2003 was an effort towards this end. In view of the crucial role that teachers play when involved in curriculum reforms, the study seeks to recommend a model to curriculum development that seeks to involve teachers by combining top-down government mandates with bottom-up teachers-based initiatives. More explicitly, the study
aims at exploring and identifying perceptions, views and concerns of secondary school English language teachers’ on their implementation of Curriculum 2003 for English language teaching. The study also aims at revealing barriers to their autonomy and involvement in curriculum development in order to pave the way for a deeper understanding and planning towards such an involvement. Ultimately, the definitive purpose of the investigation was to illustrate how teacher action research can be encouraged in schools to allow for teachers’initiatives to supply top-down attempts to develop curricula. The critical paradigm was the conceptual framework guiding the present research with data availed through a questionnaire survey for secondary school English language teachers at Sétif province and asynchronous email interviews with five national education inspectors of secondary schools. Proportional stratified random sampling provided the 156 participants of the study. Quantitative data was
analysed using the Statistical Package for Social Sciences SPSS 23.0 whereas the process of analysis for qualitative data was built upon the techniques of thematic analysis. The findings advocated the existence of imbalanced power relation between the government and teachers with the former controlling and dictating curriculum from the centre as well as excluding teachers from the whole process of curriculum development. Though the good intentions of the curriculum 2003 are acknowledged, these were constrained by a multitude of curriculum,
instructional, organizational, and institutional factors. Several concerns to be considered for teacher training and support also evolved from analysis of teachers’ perceptions of the curriculum reform and implementation. The findings and recommendations of this research are expected to alert both teachers and policy makers to consider seriously and acknowledge the delicate role that teachers should play and the status quo they should have in curriculum development. The findings of the study have also implications for policy makers, who can
either encourage or discourage curriculum reforms and therefore possibly affect the sustainability of the teaching power and overall education effectiveness.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/GHE1507.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10950 Towards a more democratic model to English language curriculum development through task−based action research : the case of secondary school teachers of the wilaya of Sétif [texte imprimé] / Lazhar Gherzouli, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 258 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : le curriculum recherche en action l'implementation curriculum action reseach تطبيق المناهج البحث الاجرائي المنهج الدراسي Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : In the 21st century, the need for countries around the world to circumnavigate through the impact of globalization with more responsive school curricula was evident. In Algeria,curriculum reform of the year 2003 was an effort towards this end. In view of the crucial role that teachers play when involved in curriculum reforms, the study seeks to recommend a model to curriculum development that seeks to involve teachers by combining top-down government mandates with bottom-up teachers-based initiatives. More explicitly, the study
aims at exploring and identifying perceptions, views and concerns of secondary school English language teachers’ on their implementation of Curriculum 2003 for English language teaching. The study also aims at revealing barriers to their autonomy and involvement in curriculum development in order to pave the way for a deeper understanding and planning towards such an involvement. Ultimately, the definitive purpose of the investigation was to illustrate how teacher action research can be encouraged in schools to allow for teachers’initiatives to supply top-down attempts to develop curricula. The critical paradigm was the conceptual framework guiding the present research with data availed through a questionnaire survey for secondary school English language teachers at Sétif province and asynchronous email interviews with five national education inspectors of secondary schools. Proportional stratified random sampling provided the 156 participants of the study. Quantitative data was
analysed using the Statistical Package for Social Sciences SPSS 23.0 whereas the process of analysis for qualitative data was built upon the techniques of thematic analysis. The findings advocated the existence of imbalanced power relation between the government and teachers with the former controlling and dictating curriculum from the centre as well as excluding teachers from the whole process of curriculum development. Though the good intentions of the curriculum 2003 are acknowledged, these were constrained by a multitude of curriculum,
instructional, organizational, and institutional factors. Several concerns to be considered for teacher training and support also evolved from analysis of teachers’ perceptions of the curriculum reform and implementation. The findings and recommendations of this research are expected to alert both teachers and policy makers to consider seriously and acknowledge the delicate role that teachers should play and the status quo they should have in curriculum development. The findings of the study have also implications for policy makers, who can
either encourage or discourage curriculum reforms and therefore possibly affect the sustainability of the teaching power and overall education effectiveness.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/GHE1507.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10950 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité GHE/1507 GHE/1507 Thèse Bibliothèque principale Thèses Disponible
