Teachers’ Perspectives on the Competency-Based Approach: Assessing Readiness for a New Educational Reform

Chahrazed Mirza, Hossein Teymoori, Hajer Mirza

Abstract


This study re-evaluated the Competency-based approach (CBA) in Algerian schools, focusing on teachers' perspectives and attitudes towards this teaching methodology, initially implemented over eighteen years ago. Previous research suggested that the abrupt shift to CBA left many teachers struggling to grasp its core principles and deliver effective lessons. To assess the current situation, a questionnaire was distributed to 45 English language teachers across Algerian middle schools in diverse regions. The results indicated pervasive dissatisfaction with the CBA, with a preference for traditional teaching methodologies better suited to the Algerian educational context. Identified obstacles fell into six main categories: washback effect, lack of practical training, absence of clear competency performance criteria, heaviness of the curriculum, over crowdedness of classrooms, and scarcity of resources. Despite significant investment from the Ministry of Education in professional development seminars and in-service training, the desired outcomes for a better understanding and implementation of the CBA have not been achieved. This study posited the need for a new and a more strategic approach to reform, given the apparent shortcomings of the current methodology.

https://doi.org/10.26803/ijlter.22.9.13


Keywords


Competency-based Approach; competency; attitudes

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References


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