Investigating the training of middle and secondary schools english language inspectors in algeria
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Date
2024
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Journal ISSN
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Publisher
University of Oum El Bouaghi
Abstract
In Algeria, the training of inspectors is crucial for fostering school reform and guaranteeing quality assurance. The English supervisor's training is well-sequenced and structured because it involves many stakeholders. Interested parties work at many levels to design, co-design, support, follow up, and evaluate the education training. The present study aims to investigate how English language inspectors' training occurs and evaluates its achieved results. Since the research aim is to gather English inspectors' perceptions of the training they receive, a qualitative research method is conducted. Data are collected from interviews and general documents analysis. The population is all English inspectors in Algeria for middle and secondary schools. The sample is composed of 30 inspectors of middle and secondary schools, interviewed through Facebook, emails, zoom, and phone calls. They are selected on the basis of convenience. The interviewees have different ages, gender, background, and years of experience in inspection. They inspect and supervise different wilayates that spread over the country: East, West, North and South. The results show that the received training differs from pre-service to in-service training in content, procedures and objectives. The results also indicate that the delivered training is with good quality, however it needs revision, adjustments and documents renewal. To conclude with, this research involves a comprehensive understanding of English inspectors training, who are in turn trainers of teachers. English teachers’ professional development, and in-service training reflect on the classroom practices and how Algerian students acquire the English Language.