Scientific event

Becoming and Being a Teacher in Algeria Training pathways and the experience of the early years of teaching
Becoming and Being a Teacher in Algeria Training pathways and the experience of the early years of teaching
Type
Forum
date
26/02/2025
heure
14:00
lieu
CRASC
Anthropology of Education and Training Systems Division
Theme :
Youth and Social Inclusion: Employment, Training and Leisure
Keywords :
education educational process educational reform Educational system learning
Abstract
When schools face the dual challenges of enrolment numbers and quality, becoming a teacher in the national education system—especially in a context of low employability—presents both personal and institutional obstacles. The quality of teaching is closely linked to the quality of training, which, in 2024, will involve nearly 11 million students and approximately 500,000 teachers.
For new teachers, the first real test of their role occurs in the classroom, where they encounter increasingly complex and demanding situations. How can they best prepare for this?
While the importance of experiential knowledge in supporting future teachers is undeniable, emergencies often create unique contexts that take precedence, exposing the assumptions and unspoken beliefs these teachers hold before their induction.
This book is based on data gathered from surveys conducted by CRASC research teams, as well as interviews, on-site observations, and the monitoring of teachers during their first three years in the profession. The authors aim to unravel the strengths and weaknesses of the regulatory framework and pedagogical practices that govern the initial training and induction of teachers.
Participants
Nouria BENGHABRIT REMAOUN
Nouria BENGHABRIT REMAOUN
conferencier
Biography
Sociologist, PhD in Education Sciences (Paris V, Sorbonne). Former director of the CRASC (1992-2014) and Minister of National Education (2014-2019), she has directed a number of research and expert projects on universities, students, schools, early childhood, young people and women, and has written and presented several papers on these subjects.
Zoubida SENOUCI-RABAHI
Zoubida SENOUCI-RABAHI
conferencier
Biography
Professeor-researcher ENSET/ENPO (Oran), PhD in education sciences (Paris V, Sorbonne); worked as an associate at CRASC. She has contributed to and directed research and consultancy projects on teacher training, pre-school education and universities, and has published several articles and papers on these subjects.
Djilali EL MESTARI
Djilali EL MESTARI
moderateur
Biography
Dr. Djilali ELMESTARI is a Principal Research Associate at the Centre of Research in Social and Cultural Anthropology/ CRASC (Oran, Algeria). He holds a habilitation and a Ph.D. in Philosophy of Religion from the University of Oran. He held the position of Director of the Centre of Research in Social and Cultural Anthropology (2017- 2021), and the position of Director General of the National Institute for Research in Education/ INRE, Algeria (2016-2017).
El Mestari’s area of interest includes themes related to religious discourse, education and citizenship, and community issues.
He has participated in several international and national projects, including two ongoingresearch projects conducted by the CRASC: “The Production of Religious Knowledge in Official Religious Institutions: case of the University of Religious Sciences in Constantine” and “Textbooks of School Subjects Related to Social Sciences and Humanities (1963-2020)”.
In the last two years, he has been a Visiting Professor at the University of Padua, Italy: The International Master in Religion, Politics and Global Society.
Among his most important and recent scientific production:
- 2022. Coordinator with Khalid Rhazzali and Dafne Accoroni (from Italy) of the 95/96 issues of Insaniyat Journal on "Socioanthropology of Religion in the Mediterranean Region"
- 2022. Co-editor with Soraya Mouloudji of the collective book “Society and the Pandemic”,
Publisher: CRASC.
In addition to three research papers addressing themes of religious and educational discourse in Algeria:
- 2022. Co-author of “Youth and the Discourse of Religious Referents in Algeria. Results of Field Surveys”. Insaniyat, Part 1, No. 95
- 2022. “The Institutionalized Religious Discourse During the First Period of the Pandemic in Algeria”. Society and the Pandemic
- 2021. The Second Generation of Islamic Education Textbooks in Algeria: Contents and Challenges. Published by the Higher Islamic Council
Photos
Becoming and Being a Teacher in Algeria Training pathways and the experience of the early years of teaching
Becoming and Being a Teacher in Algeria Training pathways and the experience of the early years of teaching
Becoming and Being a Teacher in Algeria Training pathways and the experience of the early years of teaching