Language Teachers’ Beliefs about Curriculum Innovation: Perspectives from Algeria

Abstract

Recent political and economic developments in Algeria have brought about reforms of the educational system. A new curriculum was introduced as part of these reforms. This paper reports on a qualitative study which explored the beliefs of French and English school teachers about curriculum innovation in Algeria. The findings indicate that the teachers held negative beliefs about the new curriculum because of an incompatibility of these beliefs with the innovation. It was found that the participants generally enacted a transmissionist ideology whereas the new curriculum was intended as socio-constructivist; that they viewed the Algerian school as a site of political power and ideological domination; that

they were wary of the new curriculum’s intentions; and that they believed that they were not being recognised as professionals. The study concludes that the participants’ beliefs had not been so challenged prior to the implementation of the innovation. Hence, it is suggested that training that fosters reflective practice need to be given priority. It is also recommended that both policy-makers and teachers should attempt to build a solid platform upon which dialogue should be promoted towards improving the educational situation in Algeria.