Education has always been a powerful agency in any society and it is considered as an
indispensable instrument for bringing positive change in the social, political, economic and
cultural life of people. The whole process is shaped by many important agents, and the teacher
is one of them. The teacher is claimed to play a central role in education. Preparing teachers
for the teaching profession is conceived as being a higher priority in any country since this
profession is considered as being challenging and critical, and may lead to nations’ rising and
progress in the different domains. As a huge agency, education has great importance in
building strong and developed societies, and the teacher is one of the primary agents for
achieving that. For such reasons, it is always an urgent educational need that teachers should
receive adequate educational and professional training to possess adequate knowledge and
teaching skills and to be able to dedicate themselves to the teaching profession. Most
important also is the fact that, if provided to teachers, programs of training and professional
development have to be introduced, mentored and evaluated, on a regular basis, by experts in
the field. Learning is a changing process since knowledge is not something static. For
this reason, teaching should be boosted and should move beyond traditional and theory-based
foundations; it should also be research-based and should have data-driven-evidence. McMillan
(2007: xiii) states that “[...] there is renewed interest in the importance of “scientific” research
and “empirical data” as sources of knowledge about what works in education.” Since good
teachers are considered as the backbone of good education and learning is perceived as being
an ongoing process, efforts to develop and improve teachers’ teaching skills and knowledge are
highly needed and appreciated in the field of education. In many worldwide schools and
universities, a variety of teachers’ training and professional development programs are
available to help teachers learn and improve themselves year after year. Besides that, it is a
common belief that learning is a continuous process that contributes in improving teachers’
teaching skills and acquiring new knowledge in subject areas, and this will, in turn, help improve
students’ learning. Given the central importance that education has in any society, teachers
are expected not only to be competent but also to be professional in their related fields and
subject-matters. For this reason, they have to possess a great deal of knowledge and skills with
regard to both teaching and assessment practices in order to meet the high demands and
standards of quality education. Good quality teacher training and professional development
programs alongside motivating environments will have positive impacts on the
teaching/learning improvement. In-depth and up-to-date knowledge, teaching and assessment
skills, clear and well-set educational goals, love and dedication, commitment and positive
attitudes toward the teaching profession are, inter alia, central factors that all educational and
teachers’ training institutions have to consider and give due importance. Educational
institutions have to make great efforts to equip prospective teachers at all levels with the
necessary knowledge and skills to promote a positive professional attitude in them. 1. Teacher
Training and Professional Development Today, teacher training and professional
development are seen as central mechanisms for the improvement of teachers’ content
knowledge and their teaching skills and practices in order to meet high educational standards
(Darling-Hammond & McLaughlin, 1995). Year after year, demands for quality in teaching and
learning increase in higher education to meet academic standards, and this calls for attention to
be directed to the provision of effective professional development on the part of teachers,
researchers, educational institutions, and so forth. Teacher training and professional
development are two broad goals in education. According to Richards and Farrell (2005:03), the
term training refers to, activities directly focused on a teacher’s present responsibilities and
is typically aimed at short-term and immediate goals. Often it is seen as preparation for
instruction into a first teaching position or as preparation to take on a new teaching
assignment or responsibility. Training involves understanding basic concepts and principles
as prerequisite for applying them to teaching and the ability to demonstrate principles and
practices in the classroom. Teacher training also involves trying out new strategies in the
classroom, usually with supervision, and monitoring and getting feedback from others on one’s
practice. The content of training is usually determined by experts and is often available in
standard training formats or through prescriptions in methodology books. They (ibid.) identified
the following goals as examples form of a training perspective:
Learning how to use effective strategies to open a lesson - Adapting the textbook to match the
class - Learning how to use group activities in a lesson - Using effective questioning techniques -
Using classroom aids and resources (e.g. video) - Techniques for giving learners feedback on
performance. The term professional development, on the other hand, is usually used to
encompass ‘all types of learning undertaken by teachers beyond the point of their initial
training’ (Craft, 2000:9). The term is used to refer to processes, actions and activities which are
designed for the purpose of enhancing the teachers’ professional knowledge, teaching skills and
attitudes in teaching to improve students’ learning (Guskey, 2000). Teacher training usually
involves providing training in curriculum subjects to teachers by organizing workshops over
periods of time. The main objective of such workshops is to keep teachers up-to-date in their
subject area (OECD, 1998). Cambridge Professional Development Qualifications (2014: 03)
recognize the importance of teacher training and professional development by stating that,
“The most important factor in the quality of students’ learning is the quality of teaching
and school leadership. Teachers and leaders need to develop their professional thinking and
practice continuously throughout their careers.” Another definition of professional
development has been provided by Clarke (1990: 01) who says that it refers to “any activity or
process intended to change any combination of the following: teachers’ beliefs and attitudes,
teachers’ knowledge and teachers’ classroom practice.” Schoenfeld (2000:20) points out that,
“Teacher knowledge leads naturally to the issue of growth and change of teacher knowledge
and hence to issues of teacher learning and professional development.” In the same line of
thought, Sowder (2007:161) maintains that professional growth is characterized or “ marked by
change in teachers’ knowledge, beliefs, and instructional strategies.” In the definitions
provided in the literature about professional development and teacher training, focus is placed
on the aspects of change and growth in knowledge, beliefs and attitudes, and practices of
teachers. Guskey (2000) maintains that professional development is an intentional process, an
ongoing process and a systematic process. It should be seen as a process that is intentional and
purposeful; it consists of planned or outlined events which have a well structured outline with
clearly defined goals. Teacher training and professional development should never be
conceived as what Guskey (2000:17) described as “a set of random, unrelated activities having
no clear direction or intent.” Richards and Farrell (2005 : 04), provides a further description
of what is meant by professional development. They (2005:04) say that it refers to “general
growth not focused on a specific job. It serves a long-term goal and seeks to facilitate
growth of teachers’ understanding of teaching and of themselves as teachers. It often involves
examining different dimensions of a teacher’s practice as a basis for reflective review and can
hence be seen as “bottom-up”.” They (ibid.) state that the following goals are examples of a PD
perspective: - Understanding how the process of second language development occurs -
Understanding how our roles change according to the kind of learners we are teaching -
Understanding the kinds of decision making that occur during lessons - Reviewing our own
theories and principles of language teaching - Developing an understanding of different styles of
teaching - Determining learners’ perceptions of classroom activities. Zeichner (1983) was the
first to identify and describe four representative paradigms in teacher education and professional
development. According to him (1983:3), paradigm can be defined as a “matrix of beliefs and
assumptions about the nature and purpose of schooling, teaching, teachers, and their education
that gives shape to specific forms of practice in teacher education.” The first paradigm
identified is the traditional craft paradigm. It is an apprenticeship model which focuses
on the accumulation of wisdom based on the teacher’s field experiences of teaching. Most
important of all, it involves a process of trial and error of practitioners. The second paradigm is
referred to as the expending the repertoire paradigm (Sprinthall, Reiman, & Thies-Sprinthall,
1996). The focus of the paradigm is placed less on the highly explicit and discrete instructional
strategies and teachers’ teaching skills, but focus is placed more on the acquisition of
comprehensive instructional models of teaching. Such instructional models encompass models of
direct instruction (knowledge transmitter model), inductive inquiry and interpersonal approaches
to learning. The third paradigm, and which is claimed to be the predominant one in teacher
education, is the so-called competency-based paradigm. The main focus of this paradigm is on
the teachers’ mastery of knowledge and teaching skills which are identified by expert
academics and university researchers. According to Guskey, competency-based professional
development refers to an educational movement that advocates defining educational goals in
terms of precise measurable description of the knowledge, skills and behaviours teachers
should possess at the end of a course of study. The fourth and last paradigm is an opposing
paradigm to the competency based paradigm and is referred to as the inquiry oriented
paradigm. It is also called the holistic or the reflective paradigm and its main focus is on the
development of the teachers’ capacity for reflective action through an examination of the moral
and political implications of their teaching. There are other existing frameworks like the one
identified by Zeichner, but with their particular underlying principles. 2. Types of Professional
Development Different types of professional development can be identified and
professional development programs can be available at the disposal of teachers. In terms of
professional development types, Richards and Farrell (2005) differentiate, for instance, between
two types of professional development: the individual professional development and the
institutional professional development. Another example comes from Pelochino (2014), who
identifies five major types of teachers’ professional development. These well-spread types can
be used by teachers in order to improve their teaching and have a continuous professional
development in their teaching career. a. In-House Professional Development It is a type of
professional development that is offered for teachers at the site of schools. This type of
professional development takes time weekly and a member of the staff in a given school is in
charge of that. Different staff members can have different sessions in the whole year. b. District-
wide or Organizational-wide Professional Development This type of teachers’ professional
development requires collaboration in multiple sites whereby it can be scheduled in advance and
can take long periods. It can have the form of half-day, full-day or even multiple day
professional development. In this way, teachers will have the opportunity to receive a kind of
professional development, collaborate together, learn something in common since they are from
the same district and can meet in such occasions. Such educational events usually involve the
presence of a guest speaker, usually a professional in the field, to present something or to lead.
c. Institution-Based Professional Development The institution-based professional development
is a long term one and it usually centres around a common theme or content, say assessment
or teaching methods. Such a type of professional developments intended for teachers is often
related to a university, non-profit organization or research institution. Such events are funded
and teachers may receive a stipend both for time and for participation.
d. Professional Inquiry Group Groups of teachers can come together to such type of
professional development so as to learn something of great interest to the whole group. This
type of teachers’ professional development can be site-based as it cannot be so. The groups of
teachers meet on a regular basis for an extended period of time and they work in a
collaborative manner in order to learn new things and share new teaching experiences. e.
Coaching In this type of professional development, the sites will have on-site coaches and
district coaches for their teachers. The role of these coaches is to help and support teachers in
different ways. Novice teachers will also have a new teacher coach and this latter has an
assigned job aimed at helping the new teacher to acquire the necessary credentials. 3.
Current Teacher Training and Professional Development Situation in Algeria In
today’s Algerian educational context, there seems to be an urgent need for a system of
education which encourages and promotes active engagement and reflective teaching and
learning. It is widely recognized that the teacher is the most important school or university-
based factor in determining the learning outcomes. However, claims about persistent surfacing
deficit in teachers’ capacities and in the teaching quality are usually raised given the fact that
they can have a direct, and even a detrimental, impact on the process of learning as a whole.
In Switzerland, for instance, it has been claimed that despite the fact that there is confidence in
the teacher quality and the teaching of subject areas, i. e., with regard to the efficiency of the
educational system, but there is also a general consensus about the need for change in
schooling and in in-service development (OECD, 1998). In the in-service teacher training that used
to be in Switzerland, courses were taught by experienced teachers who proved to be possessing
skills in specific subject areas and on the basis of that they became trainers. This policy has
been questioned and then changed. At all levels in the teaching profession, there is
always a need for teachers, and this need goes hand in hand with the need for quality in
teaching and learning. Both experienced and novice teachers might be in need of continuous
teaching and professional development trainings provided by the school/university, or any
independent or collaborating agency, to help them form and improve themselves in their
respective fields of specialization (subject-matters), and this will, in turn, help influence their
classroom teaching practices. Hence, teachers’ training and professional development programs
are claimed to be central aspects in the teachers’ career improvement and development.
In the Algerian educational context, universities do not usually provide students with, and involve
them in, any teaching training and professional development programs. This is mainly due to
the fact that we do not even have such educational programs in order to talk about training at
ll. Future student-teachers and beginning teachers take the whole burden to form themselves as
teachers, but, most of the time, they find themselves confronted with troubles when they are
engaged in the teaching profession. This is not only because they lack the necessary readiness,
experience and skills in teaching; what they really lack goes far beyond such things. In many
cases, lack of competence in the subject-matter and the teaching/assessment skills can drive
so many novice teachers to lose confidence in themselves and even hate and complain about
the profession, but they just keep struggling because they have no other solution for remedy.
Some might even see teaching as a valuable source for financial support in the first place
and they cannot abandon it whatever conditions and circumstances they might be in. In
certain contexts, some teachers may find themselves confronted with highly difficult tasks and
teaching responsibilities because they may lack the sufficient subject knowledge as well as the
appropriate teaching skills that are highly needed and required in the teaching profession
nowadays. Teachers of this kind can be a direct source of poor teaching quality, and a possible
direct reason for that is that because they have not received any kind of training to make them
ready for the challenging task of teaching. Unlike the Algerian universities, the
Algerian Teachers’ Training Schools/Colleges provide future student-teachers with some kind of
teaching training. This teaching training starts first in classroom with students (would-be-teachers)
learning different subject matters related to teaching. It takes the form of the necessary
knowledge transmission, skills and competence improvement, and so on. In such educational
institutions, students of English, for instance, are taught subjects that will help train them in
mastering the language as a whole, designing courses, establishing goals and learning outcomes
in lessons, raising their awareness about the importance of effective warm-ups in lessons,
developing competence and mastery of knowledge in subject matter areas, learning the different
methods and strategies used to teaching and so on. There is also the kind of real life training
that takes place in the graduation year and in the context of middle/high schools, whereby
students are engaged in teaching young learners as if they were their teachers. This training
takes place in a given school and students are placed in authentic contexts of teaching and their
teaching is followed by a mentor to guide them. Such kind of educational institutions, which are
directed to forming young Algerian teachers, contribute a good deal in forming competent
student-teachers who will find themselves ready for the profession, to some or a great extent.
Some teacher training and professional development programs can also be prepared and
organized by some independent agencies. In the teaching of English as a foreign language in
Algerian, the British Council in Algeria, for instance, organizes annually some interesting events
intended at gathering Algerian teachers and informing them about new methods,
strategies/techniques in the teaching of different subject-matters. They also provide them with
practical and up-to-date insights that might help them in their teaching practices. But despite
the fact that such modest attempts help Algerian teachers to get more informed and improve
the quality of their teaching, they still remain limited, not to say non-effective. Great efforts on
the part of the Algerian educational institutions should be made and initiatives to have teaching
training and professional development programs should be introduced. Not only that, but the
Algerian ministry of education and the ministry of higher education can help establish national
and/or regional council(s) made up of experts in respective fields and levels of education to
prepare training programs and collaborate with schools and universities to reach a shared goal,
which is that of refreshing and improving the level of the Algerian education through quality
teaching and learning. One of the great points that is usually ignored, deliberately or not,
in the Algerian schools and universities is that teachers are accepted to enter the teaching
profession on the basis of their degrees in the first place. To get the job, teachers might be
involved in a kind of competition and can take an interview. But, would this be enough? No
importance is being really given to ‘teaching qualifications’ in order not only to be able to
enter the teaching profession, but also to be ready and suitable for that profession. It is
this ‘lack of qualification,’ the ‘lack of subject-matter knowledge and mastery’ and
‘teaching/assessment skills’ which puts teachers in a difficult situation to adapt themselves and
to be able to teach effectively. Poor vision and poor knowledge with regard to curriculum
content, division, lesson planning, teaching methods, classroom management, assessment
methods and so on, will lead nowhere but impede teachers from teaching effectively and
students from learning successfully. This is so because students will, sooner or later, notice
some kind of ‘lack of
http://exp-pedago.ens-oran.dz- Numéro 1- octobre 2016 « Evaluer l’enseignant » professionalism’ in
teaching the subject-matter and this may lead them to lose confidence in the teacher, and
motivation in the subject-matter and learning as a whole. The teacher is not, of course, the
first and the only person to be blamed for that because all this is a direct reflection of the
educational policy, politics and ideologies which control education at all levels. For that, teacher
training and professional development are considered as being of crucial importance and they
call for lot of serious efforts on the part of teachers, schools, universities, stakeholders to
collaborate together and to consider teachers’ training and their professional development more
carefully as an educational priority in Algeria. 4. The Challenges for Improving the quality of
Teaching Through TT and PD Teacher training and professional development are gaining
more attention and interest due to the educational reforms that happen, and will continue to
happen, in many places around the world and which set ambitious and challenging goals in
education (Borko, 2004). It is widely recognized, however, that teacher training and professional
development are highly demanding processes. They are demanding because of the expectations
that they will have great impact on the teachers’ classroom practices. At all levels of
education, teachers have concerns about their personal professional development. For this
reason, they try to attend and participate in teacher training and professional development
programs (Rodrigues, 2005). Despite the great importance and need for teacher training and
professional development programs in order to boost quality teaching and learning, it is usually
claimed that the available programs, which is not the case of Algeria, seem to be fragmented,
poorly aligned with curriculum and inadequate to meet the needs of teachers (Cohen & Hill,
2001). The goals of in-service training programs, for instance, is usually not defined or poorly
defined and there is no follow up to courses (OECD, 1998). Besides that, in many USA schools
and educational systems, many programs of teacher training and professional development,
which are given considerable amount of money, efforts and resources to be spent on in-service
seminars, workshops, and other types of professional development and teacher training, seem to
be intellectually superficial and lack established knowledge about what we know about effective
teaching and the better teaching practices that teachers can implement in their classrooms
(Ball & Cohen, 1999). Another interesting point about professional development is that
despite the fact that teachers have a general tendency to support and meet high teaching and
learning standards, many of them are not willing to change their attitudes and beliefs about
teaching. They reflect the fact that they are not really willing or prepared to implement other
teaching practices that are based on such standards (Cohen, 1990). There is a general tendency
on the part of many teachers to show resistance towards change, and this reflects resistance
towards professional development programs (Fullan, 1991). Richards (2002) argues that there are
some reasons for teachers’ resistance to professional development. Some of these reasons
are skeptism, increased burden on the teacher, lack of ownership, fear of loss of control, lack of
support, and lack of perceived benefits. According to Dufour and Eaker (1998), teachers’ isolation
is one of great roadblocks standing against or hinder change and professional development.
For professional development to be effective, it has to come from the school and to be
implemented by the teachers of that school (Richard, 2002). For this reason, there is a serious
need to support and guide such type of teachers to respond effectively to the growing demands
of teaching and the need to raise student learning standards by developing effective professional
development programs that can promote change in classroom practices (Fullan & Miles, 1992).
Besides that, although a need and a continuous call to provide well-developed and well-
established programs of teacher training and professional development is usually
outspoken, since they are claimed to have significant impacts on the quality of teaching and
learning, but few studies are claimed to have been made to study and compare the effects of
http://exp-pedago.ens-oran.dz- Numéro 1- octobre 2016 « Evaluer l’enseignant » different approaches
to professional development (Garet, Porter, Desimone, Birman, & Yoon, 2001). On the basis of
that, persisting calls for further research to be done on the currently available professional
development programs and their effectiveness are usually made. Teachers’ training
and professional development go beyond workshops because teaching and professional growth
require continuous education. Advancement in career implies that teachers should seek beneficial
professional development programs that are continuous and which are aligned with educational
standards assessments. Teachers should have a deep understanding of the central importance
that teacher training and professional development have. These two aspects are an essential
thing in teachers’ career and reflect the person’s development in his/her professional role.
When teachers gain experience in their teaching role and professional growth, they will gain
experience also in the examination, reflection and evaluation of their teaching, teaching ability
and teaching needs (Glattenhorn, 1987). In addition to that, in their teaching career,
teachers’ needs change at different times and so do the needs of schools and educational
institutions. Pressure is usually exerted on teachers to update their knowledge in areas related
to curriculum trends, second language learning and acquisition, teaching methods and
strategies, the use of technology and assessment, and so forth. According to Richards and
Farrell (2005: 2-3), teacher education is usually based on the following assumptions: - In any
school or educational institution, there are teachers with different levels of experience,
knowledge, skills, and expertise. Mutual sharing of knowledge and experience is a valuable
source of professional growth. - Teachers are generally motivated to continue their professional
development once they begin their careers. - Knowledge about language teaching and learning
is in a tentative and incomplete state, and teachers need regular opportunities to update their
professional knowledge. - Classrooms are not only places where students learn—they are also
places where teachers can learn. - Teachers can play an active role in their own professional
development. - It is the responsibility of schools and administrators to provide opportunities for
[teacher training and] continued professional education and encourage teachers to participate
in them. - In order for such opportunities to take place, they need to be planned,
supported, [evaluated] and rewarded. It should be always highlighted and emphasized that
teacher education is a process that takes place over time; it is not an event that starts and
ends with formal training or graduate education and getting certain degrees. Since it is an
ongoing process that brings continuous change, teachers’ education can be supported both
by the educational institutions and the teachers’ individual efforts. Teachers may
participate in some or all the teacher training and professional development programs which are
often programmed at the beginning of the year. But given the fact that training programs take
place at the beginning of the year, this makes them appear non-responsive to the immediate
and changing needs of the students and the teaching staff. For that reason, the time for
planning such educational programs should be well-studied and planned to help teachers benefit
from them. Another great issue that teachers faced, and still face, in today’s teacher
training and professional development programs is that such programs usually take the style of
a ‘lecture’. Teachers will be sitting and a person will be presenting something through a
computer or sits in front of them and talks. Some have even went far to call such sessions:
“Tyranny of the Lecture” since the program takes the format of lecture(s). Good quality teacher
training and professional development programs should call the teachers’ attention and
engage them by
Effective Teacher Training and Professional Development Today’s teaching calls for shift from
traditional rote style and lecture style of teaching to the type of teaching that fosters critical
and reflective thinking and developing problems-solving skills in students. Teaching for critical
thinking is claimed not to be widespread in classrooms (Nystrand and Gamoran, 1991). To meet
the needs of students and the great demands in the profession of teaching, teachers have to be
trained in the use of the different, old and new, approaches to teaching and assessment. That is
to say, for educational reforms to take place and be of great benefit, effective professional
development should also take place. On the basis of that, nowadays educational reforms urge
teachers to foster collaboration,
debate and make students learn with reflection to help them develop the necessary cognitive
skills and processes to meet the standards of learning and education. There are some
strategies for teacher development and they often involve the following points : documenting
different kinds of teaching practices; reflective analysis of teaching practices; examining beliefs,
values, and principles; conversation with peers on one core issue; and collaborating with peers
on classroom projects. When discussing this point, some things may seem alright with regard to
self-observation and critical reflection. The issue lies, in fact, in matters related to subject-
matter knowledge, pedagogical expertise, and understanding of curriculum and materials.
Personal reflection is necessary, but professional development should go beyond this. For
example, Richards and Farrell (2005:04) maintains that professional development should “For
example, [...] include exploration of new trends and theories in language teaching; familiarization
with developments in subject-matter knowledge such as pedagogical grammar, composition
theory, or genre theory; and critical examination of the way schools and language programs are
organized and managed.” Teacher training and professional development programs are no
longer concerned with teachers being exposed to one concept in a one-time workshop or even
providing teachers with general basic knowledge about a given teaching methodology. Teacher
training and professional development should result in a fundamental change in teachers’
teaching practices, and which, in turn, will lead to the increase of students’ learning. A
great deal of teachers have received, and may still receive, traditional, workshop-based
professional development despite the fact that research shows it as being ineffective. According
to Darling-Hammond et al., (2009), about 90 percent of teachers are claimed to have
participated in a workshop-like style in training sessions during the whole school year. Despite
being relevant, to some or great extent, the workshop presentations will not much help
changing teachers’ teaching attitudes, beliefs and practices in classrooms and boosting the
student achievement (Bush, 1984). According to Dufour and Eaker (1998: 105), “schools have
demonstrated time and again that it is much easier to initiate change than to sustain it
to fruition.” A continuous improvement plan is to sustain change to fruition (Zmunda, Kuklis,
& Kline, 2004). Teaching training and professional development have to be rigorous and
contain relevant content, strategies as well as organizational supports to ensure the good
preparation and the career-long development of teachers. To be effective, this requires fostering
the norm of continuous evaluation and improvement. Conclusion Programs of
teachers’ training and professional development are of central importance in any educational
institution, be it in the primary, middle school, high school or even the university level. Teachers
at all levels need to be trained in their related fields and subject matter on a regular basis if
they are to change their teaching beliefs, attitudes and daily life practices in classrooms. Such
programs will help teachers sharpen their teaching skills and deepen and improve their
knowledge in the subject matter they teach, and hence improve students’ learning and schools
education. For positive and beneficial change to take place, there should be an
alignment between the curriculum and teachers’ actual experiences in teaching. Another
important point is related to the time that teachers spend on professional development and its
efficiency. Teachers will benefit better from professional development that has as its main focus
activities which focus on high-quality-subject-matter content. Professional development
can be a great vehicle for teaching improvement and learning success if it is prepared and given
by experts and on a regular basis to meet the needs of teachers and the demands of Algerian
schools or educational institutions. There is an urgent need for teachers to be involved in
programs for teachers’ training and professional development. Teachers will always be
learners and learning is an ongoing process and knowledge has no reachable limits. Besides
that, teachers’ learning is no longer seen as being straightforward whereby teachers just meet
and be presented with information about effective teaching strategies. Teachers’ learning process
is more complex than is perceived and needs continuous reflection and evaluation if we aspire
to achieve improvement and change in the Algerian education.
The Importance of Teachers' Training Programs and Professional Development in the Algerian
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ective_Teaching_Practices [accessed Nov 14 2017].
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ective_Teaching_Practices [accessed Nov 14 2017].
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Educational Context: Toward Informed and Effective Teaching Practices (PDF Download Available).
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ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
The Importance of Teachers' Training Programs and Professional Development in the Algerian
Educational Context: Toward Informed and Effective Teaching Practices (PDF Download Available).
Available from:
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ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
The Importance of Teachers' Training Programs and Professional Development in the Algerian
Educational Context: Toward Informed and Effective Teaching Practices (PDF Download Available).
Available from:
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ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
The Importance of Teachers' Training Programs and Professional Development in the Algerian
Educational Context: Toward Informed and Effective Teaching Practices (PDF Download Available).
Available from:
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ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
The Importance of Teachers' Training Programs and Professional Development in the Algerian
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Available from:
https://www.researchgate.net/publication/309430087_The_Importance_of_Teachers'_Training_Progra
ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
The Importance of Teachers' Training Programs and Professional Development in the Algerian
Educational Context: Toward Informed and Effective Teaching Practices (PDF Download Available).
Available from:
https://www.researchgate.net/publication/309430087_The_Importance_of_Teachers'_Training_Progra
ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
The Importance of Teachers' Training Programs and Professional Development in the Algerian
Educational Context: Toward Informed and Effective Teaching Practices (PDF Download Available).
Available from:
https://www.researchgate.net/publication/309430087_The_Importance_of_Teachers'_Training_Progra
ms_and_Professional_Development_in_the_Algerian_Educational_Context_Toward_Informed_and_Eff
ective_Teaching_Practices [accessed Nov 14 2017].
