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In-service EFL Teachers’ Attitudes towards Training and their impacts on Developing Teaching Competencies The Case of EFL Secondry School Teachers in Mostaganem City

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Scientific Research

Ibn Badis University of

Mostaganem Faculty of Letters

and Languages Department of

English

Submitted by:

Supervised by:

Miss: Hennous Sabiha

Miss. Saadi Fatima Zohra

Board of examiners:

Dr.Benosman Naziha Chairperson University of Mostaganem

Ms.Saadi Fatima Zohra Supervisor University of Mostaganem

Dr.Aoumeur Hayat Examiner University of Mostaganem

Academic Year 2019 - 2020

In-service EFL Teachers’ Attitudes towards Training

and their impacts on Developing Teaching

Competencies The Case of EFL Secondry School

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In the memory of my mother ’’God bless her’’ who always supported me, whatever path i took.

To my beloved father and family. To my future husband.

And to my dear friends

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I would like to express my deeepest gratitude and appreciation to my supervisor Miss SAADI Fatima Zohra for her guidness, monitoring, support and immense knowledge. I have been very fortunate to have an inspiring supervisor who taught me how to question thoughts and express ideas.

I am heartily acknowledgeable to all my teachers who taught and inspired me during my educational course.

Special thanks are for the members of the jury who accepted to examine my humble work.

Finally, I am pleased to express my indebtedness to Kaddour BELARBI secondary school inspector, Mr.RAHMI Omar for helping me collect data pertinent to my research.

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The current study aims to show the attitudes of EFL teachers during in-service towards training and their impact on developing teaching competencies. It determines the relationship between the attitudes of EFL teachers and the success of in-service training. This study is an atttempt to explore the extent to which EFL teachers’ attitudes towards in-service training, contribute to improving their teaching competencies. The research is conducted using interviews with EFL teachers, to gather their views and attitudes toward in-service training. Besides, the teaching competency evaluative grid is being implemented to assess the extent to which the INST contributes to the development of teaching competencies. Therefore, the results of the interviews revealed that the reluctance of EFL teachers from INST is due to its content, time, and lack of practice. On the other, the feedback grid showed that teachers provide little good evidence in their performance.

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Cette étude est à l’objective de démontrer les attitudes des enseignants d’Anglais envers la formation en cours d’emploi, et ses influences sur le développement de leurs compétence pédagogiques. Cette étude sert aussi à déterminer la relation entre les attitudes des enseignements, et l’efficacité de formation. La recherche a utilisé des interviews des profs d’Anglais, pour savoir ses points de vue envers la formation, en plus une grille d’évaluation a été employé pour évaluer le développement et des compétences. Au term de la recherche, on a constaté que la négligence des profs et l’hésitation, d’assister à la formation est à cuase des quelques lacunes coome le programme, et le contenu de formation, sa nature théorique. Et d’après la grille d’évaluation, on a conclus que la performance des profs dépend à un tel point sur les compétences pédagogiques.

Les mots clés: Les attitudes, l’approche par compétence, les enseignants d’Anglais, la formation en cours d’emploi, les compétences pédagogiques.

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ةساردلا صخلم

ةمدخلا ءانثا نيوكتلا وحن ةيزيلجنلإا ةغللا ةذتاسأ تاهاجتا زاربا ىلا ةساردلا هذه فدهت ةيلاعفو ةذتاسلأا تاهاجتا نيب ةقلاعلا ددحت اهنا امك .ةيسيردتلا مهتيافك ريوطت ىلع اهريثأتو وكتلا مهئارآ ةفرعمل ةيزيلجنلإا ةغللا ميلعت ةذتاسأ عم تلاباقم ءارجا ىلع ثحبلا اذه دمتعا .ني ةيسيردتلا تايافكلا ميوقت ةكبش لامعتسا بناج ىلا ةمدخلا ءانثا نيوكتلا هاجت مهرظن تاهجوو مامتها مدع نا ثحبلا جئاتن تضفا هيلعو .نيوكتلل ةجيتن تايافكلا هذه روطت ىدم موقت يتلا أ نيوكتلا ىوتحم اهنيب نم صئاقنلا ضعب عجار ةمدخلا ءانثا نيوكتلاب ةيزيلجنلإا ةغللا ةذتاس ةذاتسلأا ءادأ نا ةيسيردتلا تايافكلل ةيميوقتلا تاكبشلا جئاتن ترهظأ امك ةيرظنلا هتعيبطو هتيقوت اب لا ىلا ةليلق ةبسنب مهسورد ءاقلا يف ةيسيردتلا تايافكلا مها ىلع مهدانتسا رهظي .هيب س ةيحاتفملا تاملكلا ءانثا نيوكتلا ةيزيلجنلإا ةغللا ةذتاسأ تاءافكلاب ةبراقملا تاهاجتلاا .ةيسيردتلا تايافكلا ةمدخلا

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Didication ... I Aknowledgment ... II Abstract ... III صخلم IV Résumé ... V Table of content ... VI List of tables ... VII List of figures ... XII List of Abbriviations and Acronyms ... XII

General introduction ... 01

Chapter One Literature Review 1. Introduction ... 04

Definition of Attitude ... 04

1. 2.1. Teacher’s Attitude on Teaching ... 06

1. 2.2. Attitude and Teaching Profession ... 07

2. Definition of In-service training ... 08

2. 1. in-service Training Programs with respect to Teacher Needs ... 09

3. Teachers training programme and Attitude towards teaching ... 10

3. 1. Form of In-service Training Programs ... 11

4. Importance of in-service training ... 13

5. The effectiveness of in-service training ... 14

The role of teacher educator and inspector ... 14

The role of teachers’ positive attitudes towards in-service training ... 15

5.3 Needs analysis for in-service training ... 15

6. Qualification of Teacher trainees/Teachers and Attitude towards teaching ...15

7. Teaching experience and attitude towards teaching ... 16

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Table of content

Chapter Two

Teaching Competencies in English Langage Teaching

Introduction ... 17

Definition of competency ... 18

Teaching competency ... 18

The importance of teaching competencies ... 20

Competency –based approach to teaching English ... 20

Definition of competency based aproach ... 20

A brief history of competency based approach ... 21

Basics of competency based approach ... 21

Competency based approach to in-service training ... 21

EFL teacher’s basic competencies and their manifestation in INST ... 22

Lesson planning ... 22

Classeroom management ... 23

Healthy atmosphere ... 24

Space and time management ... 24

Disruptive behavior(turbulent)... 24

Group dynamics ... 24

Assessment ... 25

Test designing ... 26

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Table of content

Chapter three

Data analysis and Research Results

3.1. Introduction ... 27

Research design ... 27

Sample... 27

Data collection Tools ... 27

Description of the teacher’s interview ... 27

Analysis of teacher’s interview ... 28

Interpretation of teacher’s interview ... 34

Description of Teaching Competencies Evaluative Grid ... 36

Analysis of Evaluative Grid ... 37

Interpretation of the Evaluative Grid Results ... 40

Practical Recommandations ... 43

Conclusion ... 44 General conclusion

Bibliography Appendices

Appendix A : Teachers’ Interview

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Table 3.1 : Teachers Experience ... ……… 29

Table 3.2 : Duration of INST ... ………29

Table 3.3 : INST Importance ... 29

Table 3.4 : The needs of the trainees ... 30

Table 3.5 : Reason of INST refusal ... 30

Table 3.6 : The authencity of INST programme ... …. 30

Table 3.7 : INST effectiveness ... 31

Table 3.8 : The role of INST ... 31

Table 3.9 : The Qualification of Teachers’ and Students’ Achievement ... 32

Table 3.10 : INST organization ... 32

Table 3.11 : Modes and Methods of INST ... 33

Table 3.12 : The Strengths and Weaknesses of INST ... 33

Table 3.13 : The Core Teaching Competencies in INST ... 34

Table 3.14 : Insights for INST ... 34

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ABC Stand for “Affective, behaviour, and cognitive“.

CBA Stand for “Competency-Based Approach“

DAS Stand for “Developmental Appraisal System “.

EFL Stand for “English as a Foreing Language “.

INST Stand for “In-service Training “.

NQF Stand for “ The National Qualifications Framework “.

OBE Stand for“ Order of British Impire“.

UNESCO Stand for “United Nations Educational, Scientific and Cultural Organization“. STPM Stand for “Software Test Planing and Management “.

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Background:

Education has been known in its long journey as a major shift in teaching methods and learning objectives. In fact, these changes were come through the development of teaching approaches and reforms. As education reform becomes larger and more profound, teachers must have access to a variety of professional experiences that contribute to their personal growth and self-advancement. To this end, in-service training appears to be an essential component of educational success.

The INST of teachers, is completely rooted in history , and accordin to Rothwell ( cited in Taouint, 2014) INST has gone through foure stages. The first stage, was known by ’’ standarsd training’’ that focused on quantity rather than quality. The second phase, was portrayed by Deming (cited in Taouinet, ibid) revolutionary ideas that generated a strong belief in ‘’quality training’ ’based on international standards. The third stage, shed light on ‘’training by knowledge’, and this stage witnessed a shift away from the traditional meaning of training and the establishment of a very different meaning centered on the idea of improving teacher’s performance. The last stage has adapted the concept of modern training, which stresses identifying the key competencies that enable the worker to perform his profession perfectly.

Statement of the problem

To meet the complex demand of today’s education reform, teachers need to develop a repertoire of skills and teaching competencies via INST. The latter represents an essential component in the context of teaching English as a Foreing language (EFL). In-service EFL teachers’ training is becoming increasingly prevalent in a number of educational contexts around the world. The Algerian context is never an exception, however, in-service EFL teachers is still operating in a limited scope, and there are many reasons of the interplay. On the other hand, the training is mainly directed to newly hired teachers. Besides, some of in-service EFL teachers are reluctant to training on the ground that it is not of prime importance. Nevertheless, it is highly recommended that teachers should be interested in INST. In this context, the present paper attempts to find out how in-service EFL teachers attitudes towards training contribute to developing their competencies.

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The purpose behind researching in-service EFL teachers’ training is twofold. Firstly, our study is trying to demonstrate how holding positive attitudes towards INST has a direct effect on developing teaching competencies. Secondly, this research is an attempt to determine whether INST is effective in developing teachers’ competencies.

Research questions

This research paper strives to answer the following questions:

1. Does in-service EFL teacher’s training contribute to the development of their teaching competencies?

2. To what extent do in-service EFL teachers’ attitudes, whether positive or negative towards, training, affect their teaching competencies?

Research hypotheses

It is hypothesized that:

1- Teacher training , if done appropriately and according to their interest, beliefs,

preferences, needs, and teaching goals, would positively develop their teaching competencies mainly in lesson planning, classroom management, assessment, and test design.

2- Attitudes of EFL teachers during in-service training contribute to a large extent in developing their competencies ; if negative, teachers’ attitudes would hinder their

competencies, and if positive they would enhance some of their competencies but not all of them unless they believe in continuous training.

Significance of the study

The current study, deals with developing some teaching competencies because of INST. A number of professionals and academics have conducted research in this area giving theoretical and practical justification for the importance of INST in developing teachers’ pedagogical skills, competencies, and their learners learning outcomes. Ekpoh, Oswald, and Victoria (cited in Omar 2014) claim that INST enables teachers to acquire new strategies and techniques, compulsory for effective and efficient performance. Nakpodia (2008), likewise, confirms that INST aims at developing teachers’ knowledge, skills, and competencies. In

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the UNESCO (2008), ’’a competent teacher should have firm knowledge of the curriculum of his or her subject matter, and to introduce technology to the curriculum’’. INST is important in a number of ways in that it enables EFL teachers to plan and present a lesson in an effective way and thus, it improves the quality of education. In other terms, the professional development rests heavily on INST, as it appears to be a significant contributor to educational institutions

improvement.

Methodology

This study is qualitative attempting to approach the relationship between teachers’ attitudes and competencies development, with reference to training. In this research, we collected data by means of interviewing EFL secondary school teachers in Sidi Ali, Mostaganem city, Kaddour Belarbi secondary school, to explore their views and attitudes towards INST. Besides, we implemented competencies evaluative grid to assess teachers’ competencies (NB.This data were collected in February, before the study was stopped due to Corona virus).

Structure of the dissertation

This dissertation is divided into two parts: the theoretical part, and the practical part. The former consist of two chapters. Chapter one is sub-branched into two sections: attitudes and INST. It discusses the correlation between attitudes and the effectiveness of INST. Chapter two deals with the CBA and the core competencies that INST aims at developing for novice

teachers .However, chapter three, the practical part, is devoted to the methodology and to data analysis and interpretation of the results.

Key terms:

Attitudes: Attitude is positive or negative feelings or opinions that a person has towards another person, object or situation.

Competency-based approach: CBA is an approach based on pre-determined learning objectives in the form of competencies.

EFL teachers: EFL teachers are teachers who teach English as a foreign language. They can be either native or non-native speakers of English.

In-service training: INST is a primary tool of updating teachers’ knowledge and skills for better learners learning outcomes.

Teaching competencies: Teaching competency is an umbrella term covering knowledge, skills, beliefs, and personal traits that fuel the teacher to perform in a professional way in different conditions (Koster & Dengerink, 2008).

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Chapter one Literature review

Chapter One Literature Review

1. Introduction ... 04

1. 2. Definition of Attitude ... 04

1. 2.1. Teacher’s Attitude on Teaching ... 06

1. 2.2 Attitude and Teaching Profession ... 07

2. Definition of In-service training ... 08

2. 1. in-service Training Programs with respect to Teacher Needs ... 09

3. Teacher training programme and Attitude towards teaching ... 10

3. 1. Form of In-Service Training Programs ... 11

4. Importance of in-service training ... 13

5. The effectiveness of in-service training ... 14

The role of teacher educator and inspector ... 14

The role of teachers’ positive attitudes towards in-service training ... 15

Needs analysis for in-service training ... 15

6. Qualification of Teacher trainees/Teachers and Attitude towards teaching...15

7. Teaching experience and attitude towards teaching ... 16

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1. Introduction

Training individuals is the main occupation of society. Learning requires efforts supported by education. Education is required to raise individuals in line with targeted terminal behaviors. In general, learning requires individuals to go through experiences, learn through these experiences and live their lives under specific conditions prepared for them (Laska, 1976).

The relationship between teachers’ attitudes and in-service Training in the sense that teacher’ positive attitudes contribute to a certain extent to the effectiveness of their training. The latter is embodied in the development of teaching competencies and the improvement of the learners learning outcomes as well. Therefore, the first chapter of the present work is divided into two sections: the first section provides the theoretical background of attitudes, and the second one introduces in-service EFL teachers’ training.

1.2. Definition

of Attitude:

The most frequently quoted definition of attitude is the one offered many years ago by Allport (1935). He defined attitude as “a mental and neutral state of readiness, which influences the

individual's response to all objects and situations with which it is related.», (p.235) . According

to Fraser (2001), the above definition shows that attitude is not an overt behaviour but a disposition, which influences behaviour. Allport (1935, as cited in Fraser, 2001, p.238) expresses that «attitudes are reality and the reality is inside us. From Triantis (1971) point of view, an attitude is “an idea charged with emotion which predisposes a class of actions to particular class of social

situations." (p.165). It is divided into three components (Rosenberg & Hovald, 1960): cognitive,

affective, and behavioral. Based on their model, an individual's attitude causes an emotional response to be associated which leads to the predisposition of an action. Kerch and Crutchfield (1962) put it in another way as enduring systems which contain positive or negative evaluation, emotions, and pro or con action tendencies with respect to social objects professional and non- professional teachers.

An attitude is often defined as, a tendency to react favorably or unfavorably toward a designated class of stimuli, such as a national or racial group, a custom or an institution. Thus defined, attitudes cannot be directly observed but must be inferred from over behavior, both verbal and non-verbal. An attitude is enduring system that includes a cognitive component of a feeling component and an action tendency. Attitudes involve on emotional component. The

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attitudes give some consistency to our thinking about social objects as well as our feelings towards them. People also tend to act consistently because of this consistent beliefs and feelings.

Here it seems clear that, there are many stimulants that lead to positive or negative attitude of an individual. Brown (2001, p. 61) also shows that "attitude is characterized by a large proportion of emotional involvement such as feelings, self, and relationships in community". It seems that attitudes are a function of beliefs. In other words, beliefs have causal effects on attitudes. Typically, a person learns a number of beliefs about an object by direct observation or information from outside sources. People hold a set of beliefs about the object, and these beliefs serve as the basis that determines their attitudes. As Brown (2000) points out, attitudes are cognitive and affective; that is, they are related to thoughts as well as to feelings and emotions. Attitudes govern how one approaches learning, which in the case of language requires exposure to a different culture and to the difficult task of mastering a second language.

Attitudes begin developing early and are influenced by many things, including parents, peers, and interactions with people who have social and cultural differences. Therefore, attitude "forms a part of one’s perception of self, of others, and of the culture in which one is living" (Brown 2000, p. 180). Attitudes are viewed to have influence on behavior. According to some researchers (Hargreaves, 1994 and Freeman, 1990), teachers’ performance in class is shaped by “minds” and “attitudes”. As Freeman (cited in Clemente, 2001) maintains, attitudes are such important factors that they can be considered the cause of teachers’ success or failure. The way teachers see themselves in relation to their work is an attitudinal factor that has been overlooked.

Usually, a person’s attitude toward an object affects the person’s intentions to perform behaviors relating to that object. Specifically, when the person thinks he has more resources and fewer obstacles, he is more likely to perform the behavior according to his intentions.

Teachers play an essential role in the educational achievement of their students. They are the most significant agents of change in educational reform , the attitudes and behaviors of teachers toward their profession can be portrayed in a positive or a negative way. These positive or negative attitudes can have an effect on the academic achievement of the student and on their classroom practices; i.e. teachers' attitudes towards their profession have an effect

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on their performance, and instructional decisions in the classroom. There has been a general agreement that the attitude of teachers towards teaching seems to be significantly correlated with teaching success.

According to Clemente (2001), teachers should be assertive and self-confident, because if they are doubtful about their role as teachers, logically we should expect that they devalue their counseling roles. Here it appears that general attitudes stem from the teacher’s personality and definition of his role as a teacher. Thus, to understand teaching from teachers’ perspectives, we have to understand the beliefs and attitudes with which they define their work. This view is supported by Underhill (1988) when he stressed the importance to assess teacher attitudes and to know how to affect them. Pajares (1992) pointed out that few would argue that the beliefs and attitudes teachers hold, influence their perceptions, and affect their behavior in the classroom. Shuck (1997, p. 530) reported that" teacher educators do not realize the power and the tenacity of pre-service teachers’ beliefs and attitudes.

In a way does not sufficiently recognize the influence of these attitudes on their learning". It should be stated that teachers’ attitudes are highly related to their classroom practices, but whether the changes in attitudes follow changes in practice or vice versa, should not hinder the purpose of professional development goals. The important thing is the notion that changes in attitudes, ways of thinking, and classroom actions all come into play in the teacher-change process.

It is important to recognize the fact that positive attitudes towards foreign language increase language learning and teaching process successes; on the other hand, negative attitudes towards the foreign language, which often comes from stereotypes and superficial contact with the target culture, can impede the learning of that language. Brown (2000, p.181) presented several studies on the effects of attitude on language learning and language teaching and concludes that "positive attitudes towards the self, the native language group, and the target language group enhanced proficiency". Both negative and positive attitudes have a strong impact on the success of language learning and teaching.

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1. 2.1.

Teacher’s Attitude on Teaching

Teacher’s attitude towards teaching profession should be good as to perform. New teacher’s project has been taken a report from new teachers to find their attitudes towards teaching and it has been divided into four different phases.

In their phase of teaching, they used to aromatize the role of the teacher and the position. New teachers enter with a treatments commitment to make a difference and a some idealistic view of how to accomplish their goals.

In the second phase of teaching the survival phase. They would learn a lot at rapid phase,during this phase, most new teachers are struggling to keep their heads above water. They become very focused and consumed with the day-to-day routine of teaching. First, your teacher usually maintains a tremendous amount of energy a commitment during survival phase. In the dis-illusionment phase the third phase, they realize that the things are probably not going as smoothly as they want and low moral contributes to this period of discontentment. They face back school right parent conference, and their first formal evaluation by the administrator. They express self-doubt, have low self-esteem and question. Their professional commitment this phase may be taught challenge they face as new teacher.

A better understanding of this system, an acceptance of the realities of teaching and a sense of accomplishment help to rejuvenate new teachers. Through the experience in their first half of the year, novice teachers gain new coping strategies and skills to prevent, reduce and manage many problems they are likely to encounter in the second of the year. A teacher is required to have a higher level of professionalism because of rapidly changing circumstances.

The importance of teacher’s professional development is being too much emphasized today. Hayon (1989) says that the teacher who possess the professional and interpersonal skills are more effective in their classrooms in terms of student’s behavior, attitude and achievement. Every individual has a variety of attitudes, which might be positive or negative and can vary according to their favorability and un-favorability for various attitudinal objects. Lathan’s (1993) says that professional attitudes can also serve a lot. Attitude of teachers largely depends upon their personal characteristics and disposition, both seems to be highly interlinked. The teaching profession requires certain dominant behaviors which show teacher’s intellect, desire to excel, extended professionalism and teaching as a life concern. This is a profession, which exalts service above the personal gains. Teaching involves human

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nurturance, connectedness, warmth, love, and teacher’s beliefs about his role in caring for the student plays a crucial part in developing the personality of the students. Attitude of teachers have also been determined to be influenced by the gender. Teaching is perceived as a difficult job among people. Many reasons can be named for this perception. It can be said that teachers face several difficulties when they start teaching. They start to feel deprived, alone and isolated in the society. It may cause a negative attitude towards the teaching profession. Attitudes of teachers play a crucial role in teaching profession. Negative attitude of a teacher may have a negative impact on one’s teaching Smith (1993) has summarized the relationship between teacher’s attitude and teaching as:

The teaching profession has considerably suffered, as it could not attract the best talent because of the poor scale, limited prospects of promotion and insecurity of service, particularly in private institutions. No one can deny that the success of any system of education depends upon the quality of teachers,

1.2.2.

Attitude and Teaching Profession

Attitude denote inner feelings or beliefs of a person towards a particular phenomenon. Attitude is essential for the education of the individual because it shows the interview of person. If a person has a positive attitude towards on objects, he will try his best to achieve it. If he has a negative attitude, he will try to avoid it. Thus, it plays an important role in determining the success and failure of person in any field. The choice of teaching profession also depends up on the attitude of person towards their particular profession.

If teacher thinking positively towards his job. He will generate good results. On the other hand, if he thinks negatively, he will not find satisfaction in his work. The students would not be able to get the full benefits. Thus, attitude towards the teaching profession shows the personality and the zeal with which he would take up his work. The teachers should develop a desirable professional attitude so that he may inspire himself for excellent programme in multi various study of education. Thus if a person has desirable attitude them he/she will be well adjusted with his job. It is all the more significant for efficient and profitable functioning of any organization.

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1.

Definition of In-service training

In-service training refers to the acquisition of skills in the subject matter or teaching skills through practical, 'on-the-job' training. It often takes the form of punctual monitoring programs, group sessions, conferences... The major purpose is to update, develop and broaden the knowledge teachers acquired during their initial education and training. It also aims at providing them with new skills, especially in pedagogic and didactic terms in accordance with education theory and practice developments (OECD 2005). Hence, in-service training allows for the readjustment of teaching principles, methods and techniques to the new social needs and the constantly evolving types of knowledge,

In-service training can simply be defined as the relevant courses and activities in which a serving teacher may participate to upgrade his professional knowledge, skills, and competence in the teaching profession. Therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning. According to billing (1976), in-service education is staff development, which is a deliberate and continuous process involving the identification and discussion of present and anticipated needs of individual staff. For furthering their job satisfaction and career prospects and of the institution for supporting its academic work and plans, and implementation of programmes of staff activities designed for the harmonious satisfaction of these needs.

Generally, the teachers are regarded as the hub of educational development. Therefore, in- service education is concerned with the activities and courses in which a serving teacher may participate for the purpose of upgrading his professional skills, knowledge and interest, subsequent to initial training. In this case, in-service education is designed to fill the gap of professional inadequacies of a serving teacher. As Fisher (2003) has rightly pointed out the skill appropriate for generation ago might no longer prepare students for the world beyond school. Students are being tasked to be more creative and thoughtful in their daily activities. In-service education is also referred to as continuing education that is designed for the retraining, reskilling and updating the knowledge of workers.

According to UNESCO (1985), continuing education can be regarded as the entire body of educational processes whatever the content level and method, whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adults by the society to which they belong

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develop their abilities, enrich their knowledge, improve their technical or professional qualifications or turn them in a new direction and bring about changes in their attitudes or behaviour in the two-fold perspective of full personal development and participation on balance and independent social, economic and cultural development

2. 1.

In-service training programs with respect to teacher needs

Teachers mostly appeal to the professional development program, which helps to expand their knowledge and skills, and to enhance their growth, and effectiveness (Guskey, 2002). In this sense, the important thing is that teachers need to attend what they need to be more effective and develop their skills. Darling-Hammond and McLaughlin (1995) point that it is imperative that teachers have to have opportunities to discuss and express their needs. At this point, exploring the needs of teachers is a good start point of developing a qualified professional development program.

Fishman et al. (2003) report that teacher needs change in accordance with the change in basic theory and approaches. To illustrate, shift from direct teaching to different types of teaching approaches like inquiry-oriented approach, constructivism or project-based learning demand different classroom management skills, knowledge organization, and assessment techniques. Therefore, to explore the best professional development design, it is necessary to examine the particular needs of different teachers while determining on the contents and characteristics of a training programs

3.

Teacher training programme and Attitude towards teaching

Teacher training programme has a vision to improve the attitude towards teaching of trainee. Several studies have examined the impact, Teacher training programme on Attitude towards teaching. However, Husain (2004) found teacher-training institutions were not successful in developing the professional attitude of prospective middle school teachers. Some researches (Verma, 1968; Sir; ivastav, 1989 & Yadav, 1992) show its positive impact on the attitude. This impact varied with characteristics of teachers and domain of professional attitude. Verma (1968) found positive impact on the attitude towards children and school while Srivastav (1989) observed with respect to all, and female trainees. Yadav (1992) focused on teaching profession.

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In contrary, some of studies (Aggarwal, 1980; Srivastav, 1989 & Husain, 2004) revealed insignificant effect of training programme on teaching attitude. Aggarwal (1980) compared fresh and trained group, Husain (2004) reported that training institutions were not successful in developing professional attitude. Whereas, Srivastav (1989) found insignificant change in teaching attitude of experienced trainees. He found training programme was proved more effective to female trainees. Singh (1996), reported that regular and continuous training improves the attitude of teachers towards teaching profession.

Form

of In-Service Training Programs

Form of in-service training programs can be divided into two categories; (a) traditional site of in-service training programs including after-school training sessions, summer workshops, conferences, consultations, or graduate coursework (b) other types of sites including colleague visits, online professional development tools, teacher centers, critical friends, peer coaching, action research, or storytelling. (Ball & Cohen, 1996; Fishman, Marx, Best, & Tal, 2003; Lieberman, 1996).

From another viewpoint, Lieberman (1995) divided teacher development into two types of activities ; (a) in-service activities given in a more formal nature which can be defined as direct teaching - unattached to classroom life (b) teacher development activities ties with student-centered pedagogy, are offered in favorable and durable conditions. These two classifications of types of programs give clues about possible forms of duration, schedule and teaching methods of in-service training programs.

However, the dominant mode of in-service teacher training is still the former one. Whatever the types of form used in modeling the training programs, researchers identified some certain aspects of a qualified model. Vukelich and Wrenn (1999) point that to be an effective, in-service training programs should focus on the teacher needs; be sustainable; involve teachers in raising answers to real-life 21 problems; offer for teachers engagement; help teachers to build up collaborative relationships; and motivate teachers to reflect on their teaching. Additionally, Desimone et al. (2002) also identify six key aspects of high quality professional development programs: 1) reform the type of professional development (more than just sitting in a lecture), 2) duration (the longer the better), 3) collective participation (as many from the same community or school as possible), 4) active learning (learning by doing),

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5) Coherence (making connections with real classroom contexts), and 6) content focus (focus on subject matter content, not just pedagogy).

Little (1988) comes up with similar set of characteristics of an effective professional development program which should enable collaboration, involve collective participation, process long enough to make sure knowledge, skill and confidence development, be congruent with professionalism and collegiality. Correspondingly, collective participation and collaboration which provide many opportunities for teachers like discussion of ideas, sharing experiences about problems, concepts and skills, developing common understanding of curriculum, instruction, goals, methods, and problems (Garet, et. al, 2001; Guskey, 2003; Loucks-Horsley & Matsumoto, 1999), are growing interests in in-service teacher training.

As another point of view, Abd-al-Haqq (1995) claims qualified professional development model should be ongoing, consist of training, practice and feedback, be school-based and job- embedded, be collaborative, give room to student learning, promote school and teacher initiatives, be accessible and inclusive, support constructivist approaches, and serve adequate time and follow-up support. Ball (1996) recommends that long-term support, coaching teachers in their own classrooms, and ongoing interactions with colleagues are some of the essential features of designing an effective professional development model.

On the other hand, Cohen, Raudenbush, and Ball (2003) point out the need for well- defined and clearly specified programs regarding academic tasks, instructional materials, teaching methods, and student outcome to ensure its effectiveness. From different viewpoint, Lieberman (1995) focuses on the essential role of partnerships, coalitions, and networks on teacher development compared to “one size fits all” orientation strategies (p.73) which are just a “transmission model from experts to teachers” (Lock, 2006, p. 665). In short, 22 it can be possible to summarize the components of in-service training program that found qualified in the literature as being collaborative, ongoing, supportive, devoting room for teachers’ needs, having clearly specified objectives and tasks, job-embedded, and focusing on single subject which is not only professional teaching knowledge but also the subject matter

Selimoglu and Yilmaz (2009) suggest that in-service training should be planned using principles of continuity, comprehensiveness, eagerness, participation, appropriateness, encouraging environment to achieve the desired goals and objectives. Moreover, to reach more qualified in-service training, more effort should be exerted, financial support should be

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provided, and future needs should be analyzed (Salin, 2002). Altun and Gok (2010) studied on the teacher-training program to figure out teachers’ needs, and their expectations. By utilizing the conjoint analysis with 131 teachers from Ankara, researchers found that the important features of the in-service training were highly related with (from most important to the least one) “when the training is done”, “the place of the training”, “the person who gives the training”, “method of training”, and “the topic of the training”.

The order of the importance the determined features showed changes with respect to gender and teaching experience. While male teachers signed “the time of the training” as the most important feature, female teachers prefer “the place of the training”. On the other hand, less experienced teachers gave the most importance to “the time of the training” while more experienced teachers prefer “the place of the training”. Therefore, all these findings signify that there is a need for appropriate additional support for teachers who are both novice and experienced, who are graduated from the departments of both faculty of education and other than the faculty of education, and who are exposed to curricular change and innovation. It is possible to say that teacher with different characteristics have different preferences about the form of in-service training programs

4. The importance of In- service Training

In this study, staff development is regarded as an initiative that is aimed at supporting staff in the work they do. Sadtu (2000:3) suggests that there should be a professional development plan for teachers that concentrates on community outreach, notably community participation, influencing community opinions, and developmental and advocacy work. These skills ought to be useful throughout teachers’ working lives, and should be taught from the moment they take up employment, as a team as well as an individual endeavor. According to Swanepoel and Erasmus (2000:496), staff development should result in the following: • Improve the standard and performance of employees, once their training needs have been identified; 25 University of Pretoria etd – Conco, Z P (2005) • Prepare them for future positions; • Increase their literacy levels; • Help the individual to make better decisions and increase job satisfaction. Given the above outcomes, it becomes clear that staff development can raise teachers’ performance levels and prepare the individual for change in the organization, based on new instructional approaches such as those implied in OBE, the National Qualifications Framework (NQF), Curriculum 2005 and the Developmental Appraisal System (DAS).

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The end result should be informed and creative teachers who promote transformation, the human rights culture and education renewal

On this basis, one can say that INST helps EFL teachers to enhance their teaching competencies that will lead them to the achievement of their teaching goals among which assisting students reach a higher level of the English language proficiency. Consequently, INST provides EFL teachers with an opportunity to update their understanding of teaching.

5. The effectiveness of in-service training

Most of the researchers in the following section agree that the effectiveness of INST is closely related to some factors:

5 .1. The role of teacher educator and inspector

The teacher educator and the inspector play a prominent role in in-service EFL teachers’ training. They have many responsibilities such as acting as facilitators and providers of both authentic materials and corrective feedback. As listed by Omar (2014) the teacher educator and the inspector have to ensure EFL teachers’ awareness about the importance of developing teaching competencies. Besides, they should create a comfortable atmosphere so that EFL teachers will not feel stressed and inhibited. Thus, the teacher educator and the inspector have to take into account the EFL teachers’ different levels of motivation and readiness for training. Since, the teacher educator and the inspector deal with adults, they must take into consideration the principles of adult learners; i.e. adults are self-directed ; they benefit from being involved in the learning process, adults have life experience and knowledge; they benefit better when they connect what is new to this base knowledge and experience, and adults learning is helped and hindered by their effect; being motivated and feeling positive can greatly aid learning. Another point worth noting is that the teacher educator and the inspector must be knowledgeable and experienced. Omar (ibid) adds that the teacher educator and the inspector are teachers, counsellors, and friends and hence they have to encourage in-service EFL teachers in the training. On the other hand, giving recommendation and formative assessment of teachers’ performance during the INST programme may raise their self- confidence and self-esteem.

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The role of teachers’ positive attitudes towards in-service training

The effectiveness of INST depends on EFL teachers’ attitudes towards the INST itself. This means that EFL teachers must be intrinsically motivated to take the training as a step for change to the better and as a reflective approach to a more efficient quality of teaching. In other words, they have to consider INST as an essential element to improve their teaching competencies and thereby the quality of education (Omar, 2014). Moreover, Blanchard and Thacker (cited in Omar, ibid) confine teachers’ attitudes to those related to job performance regardless their response towards teaching philosophy and educational reform. As adults, in- service teachers are better trained if the programme is goal oriented i.e. the more the goal is related to the teachers’ interests and abilities the more their attitudes and behaviour towards training would be positive.

Needs analysis for in-service training

Since needs, analysis is the process of establishing what and the how of the training programme, it is essential then to determine the training needs of the in-service teachers at early stages of planning and executing the programme. An effective INST programme has to develop the objectives and the activities necessary for teachers’ development. Trainees’ needs can be detected by different methods particularly an evaluative checklist including training outcomes, content and materials selection, duration, and competencies that may be of great benefit to the teachers if they take active part in the designing of the programme

6.

Qualification of Teacher trainees/Teachers and Attitude towards

teaching

Teachers are engaged at various level of teaching Primary, Secondary, Senior Secondary, with qualification of Undergraduate and Post Graduate level. There was very small number of studies focusing on comparison among teacher with different qualification. Attitude towards teaching profession was found not significantly related to the qualification of the teachers (Bandarkar, 1980 ; Devi, 2005 ; Mistry, 2010 & Noran, 1990). These studies varied with sample’s nature. Bhandarkar (1980) studied with sample of teachers of polytechnic college, while Devi (2005) and Mistry (2010) did with of student teachers. Noran (1990) found attitude of SPM (10th passed) students was undifferentiated from that of the STPM (10+2 passed) students. Conversely, Narayanappa and Akhtar (2007) reported positive

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correlation between the teaching efficiency through self-evaluation of lessons and attitude towards teaching profession of the pair of Graduate and Postgraduate student teacher. Chakraborty and Mondal (2014) reported significant difference occurs in case of academic qualification

7. Teaching experience and attitude towards teaching :

Some of the studies examine the effect of teaching experience on attitude towards teaching. Patil (1984) observed experience of teaching played a great role in the development of favorable attitude towards the teaching profession. It was supported by other studies (Pandey & Maikhuri, 1999 & Al Harthy, Jamal uddin & Abedalaziz, 2013) that highly experienced effective teachers' attitude was more positive towards teaching profession than low experienced ineffective teachers. On contrary, Ravi, Ramakrishnan, & Jabarullakhan (2014) revealed no significant effect of experience on attitude towards teaching. Such effect was observed varying with different age group of individuals.

8.

Conclusion

It is clear from what has been mentioned earlier, that there is a strong correlation between EFL teachers’ attitudes and INST in the sense that teachers’ positive attitudes towards training open up opportunities for teachers to promote their competencies and to reflect on their classrooms and career in a rapidly changing world.

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Chapter two Teaching Competencies in English Laguage Teaching

Chapter Two

Teaching Competencies in English Language Teaching

Introduction ... ……..17 Definition of Competency ...…….18

Teaching competency ... ..18 The importance of teaching competencies ... ..20 Competency –based approach to teaching English ... 20 definition of competency based approach ... 20 2.4.2. A brief history of competency based approach ... 21

Basics of competency based approach ... 21 Competency based approach to in-service training ... 21 EFL teacher’s basic competencies and their manifestation in INST ... 22

Lesson planning ... 22 Classroom management ... 23

Healthy atmosphere ... 24 Space and time management ... 24. Disruptive behavior(turbulent) ... 24 Group dynamics ... 24 Assessment ... 25 Test designing ... 26 6. conclusion ... 26

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Introduction

Teachers of English as a foreign language (EFL), needs to provide them with a wide range of teaching competencies, as they strive for excellence. Teaching competencies is an inherent component of the professional development of teachers. INST aims to help teachers develop some of their teaching competencies. Therefore, the INST program should be mainly focus on understanding and improving teaching competencies. In this context, this chapter deals with the teaching competencies namely those handle in the INST.

Definition of competency

Before touching on the meaning of teaching competencies, it is imperative to address the general meaning of competency.R.W.White (1959).Coined the term ’’competency’ ’He points out’ ’competency is a concept for performance motivation’’.

Competencies results from the determinants of employee’s job performance were motivation, aptitude and skills .Motivation is considered as a predictor of job performance.

Rychen and Salganik (2003) suggest, “A competency is practical skills, attitudes such as motivation, value orientations and emotions” (p.11). Crick (cited in Caena, 2013) describes competency as “a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective embodied human action in the world, in a particular domain”(p.10).

In other hand, Blakemore (2008) coined the term “competency”. He points out

“A competency is a skill performed to a specific standard under particular conditions”.

Competencies result from breaking down a job or role into the specific and observable skills that are needed to do it well.

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Teaching competency

Teaching competency include the acquisition and demonstration of the composite skills

required for student teaching such as introducing a lesson, fluency in

questioning,reinforecement,classeroom management.

Encyclopedia Dictionary of Education (vol.1:1997) describes teaching competency as the state of having demonstrating skills, abilities or aptitude in the satisfactory execution of learning a task. B.K.Passi and M.S.Lalitha, defines teaching competency as’’ an effective performance of all observable teacher behavior that bring about desired pupil outcomes’’

Finally yet importantly, Koster and Dengerink (2008) define teaching competency as an umbrella term covering knowledge, skills, beliefs, and personal traits that enables the teacher to perform in a professional way in different conditions. This last definition better serves the purpose of our research.

The importance of teaching competencies

Teaching competencies represent a key component in the teaching-learning process. Alkhalifa (quoted in Almasry & Mohammed, 2012) assumes that teachers’ effectiveness is due to their possession of the core teaching competencies since the pedagogical performance rests heavily on them. It is imperative that EFL teachers demonstrate such core competencies and attributes in the classroom for teaching necessitates monitoring the classroom, controlling students, consolidating their responses, and evaluating their progress.

Finally yet importantly, Koster and Dengerink (2008) define teaching competency as an-umbrella term covering knowledge, skills, beliefs, and personal traits that enables the teacher to perform in a professional way in different conditions. This last definition better serves the purpose of our research.

Westera (cited in Kumar, 2013) offers a schematic view of the common operational definition of competence.

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Fig. 2.1: A competence model, according to common definitions (Kumar, 2013).

This figure represents a combination of knowledge, skills, and mental competencies to yield a competent behaviour. As it is shown, there is a mutual effect among the competent behaviour and the combination of knowledge, skills, and mental competencies.

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Competency-based approach to teaching English

Algeria has adopted a new educational system in order to modernize and develop new education to face globalization requirement. This system called ‘the Educational Reform’ characterized by using Competency Based Approach(CBA).Its landmark was constructed in 2003 as a result of a series of this educational reform which generates new requirements to be blended in the Algerian educational System.

Definition of competency-based approach

CBA is an approach to English language teaching is a very popular approach, which highlight the measurable and useable knowledge, skills and abilities that qualify learners to solve problems faced in real world. It consists of teachers basing their instructions on concepts expecting to foster deeper and border understanding.

The competency based approach has become a substantial topic in curriculum discourses as it declares that learners should mobilize a set of capacities , skills and amount of knowledge that will be used effectively and to address challenges succssefuly.CBA, thus, aims to help learners to across the bridge between classrooms and the world outside.

A Brief History of the Competency Based Approach

The concept of CBA is both old and an evolving idea, details of which are still been worked out. The notion of CBA was first emerged in tendency in the USA, in the lattes of 1960s and evolved through applications to other professional education programmes in the USA in the 1970s.Afterwards, the notion of CBA developed to be used in numerous educational settings such as UK, Germany and many others in the 1980s and vocational professional skills recognition in Australia in 1990s.

Furthermore, the CBA roots go back to the behaviorist theory of human psychology as CBA views competence from performance perspective (Taylor, cited in Cheraibia and Bouguelmouna,2017)

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Basics of competency-based approach

A set of basics constitute a platform upon which the CBA is built. It is action oriented in that is gears learners to the acquisition of know how embedded in functions and skills. This will allow the learner to become an effective competent user in real-life situations outside the classroom.

As a second point, CBA is problem-solving approach in that it place learners in center in situation that test check their capacities to overcome and cope with obstacles and urges learners which makes theme think and they learn by doing.

As third points, CBA is a social constructivist in that it regards learning as occurring through social interaction with others. In other words, learning is concerned as creative use of a newly constructive knowledge throw the process of social interaction with other people.

Admittedly, the CBA approach is different to traditional approaches as it opens up the door for learners to expand their learning opportunities beyond the classroom settin.

Finally and most importantly, the basics of CBA is the focus on communicative competence.CBA gives an importance to language function. It is similar to the communicative language teaching approach(CLT), it is in the sense that seeks to make the attainment visible,i.e.concrete throught the realization of projects.Yet CBA goes one step further by asserting that learners are able to apply what they learn in class lifelike situations.

Competency- based in in Service Training

CBA in training and assessment is seems to be a primary importance in the teaching-learning process.

First, it help to transfer gap between the training environment and working on the job is reduced substantially .This is because training and assessment are relevant to what needs to be done in the job.

Farouk (cited in Almastry &Mohammed,2002) concidred in-service improvement of teaching competencies more crucial than pre-service developent.From this point, pre-

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and tasks.

According to Farouk,teachers training are incontrollable in their careers since they serve to improve their performance is a fixed level( Almastry&Mohammed,2012)

EFL teacher’s basic competencies and their manifestation in INST :

It has be proved beyond doubt, that there is lies a firm relationship between INST and of their teaching competencies. Research reveals that how teachers instruct and these interactions with students is the cornerstone around which to build effective schools. The set of competencies acquired by teacher at the end of his training can be deemed as an integration of pre-existing characteristics with knowledge, abilities, and beliefs acquired during training.

INST is mandated with two tasks: bridging theoretical and practical knowledge and helping teachers grow in efficiency, in fact, a set of educational competencies that frequently appear in the INST program deserve to be mentioned in this investigation.

Lesson planning

Planning a lesson is one of the most important competencies a teacher need to possess: the teacher who teach better is the one who plan better. Because, it comprise so many skills, planning a lesson, means the inspector’s road map of what students need to learn, and how i twill be done effectively during the class time. Teachers will find that they need to refer to a plenty of sources and to appeal for a set of techniques and strategies in order to affirm the effectiveness of their lessons.

As a first step, teachers should be aware of their student’s preferences, interests and learning style. Second, the flow of the lesson has a major impact on his plan. By adopting three Ps (presentation, practice, and production), the lesson must move smoothly systematically, from one stage to another. Besides, it is the specialist teacher who

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use SMART goals or objectives ;( S; specific, M; measurable, A ; achievable, R ;relevant, and T ; time bound).

Moreover, choosing the appropriate teaching curriculum for content delivery is a major factor when planning a lesson. In response to the current demand for the curriculum , teachers are required to include a communication approach that places the learner at the center of the learning process and enhances their expression. Prolongebly, educational materials, siceced with variety, should be used in the lesson. To mention only a few written (printed) materials, visual aids, audiotapes, real object(realia),and human resources, materials must be prepared in advance. Teachers must demonstrate anticipation by providing the necessary materials needed for learning (handout, PowerPoint presentation, flashcards and videos).

Combining multiple elements at once may seems very difficult for a novice teacher. That is why careful lesson planning is so necessary. Therefore, INST must devote a great deal of its programmes to lesson planning.

In conclusion, learning good planning is worth the effort, as many teachers find that as their planning skills improve, their classroom performance becomes more comfortable and efficient.

Classroom management:

Classroom management is a variety of skills and techniques that teachers use to keep students organize, focus, and academically productive throughout the classroom. Effective classroom management is one of the most substantial tasks set to teachers. Experienced teachers agree that a large portion of the teaching time they spend maintaining a classroom environment is

conducive and stimulating to learning. To manage a classroom is something very difficult for novice teachers.

Classroom management includes a number of overlapping components, most notably the organization and management of time, space, and learner’s behavior.

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Healthy atmospher :

Behaviour of learners , has a clear impact on teacher performance and learning outcomes. A set of criteria for acceptable class behavior, such as transfer and participation criteria in an organized way and respect for each other since the beginning of the school year, must be established. Educators must be multi-skilled in creating and maintaining a positive learning atmosphere and fostering a safe, small community in the classroom to ensure the effectiveness of their education without any distractions.

Space and time management :

First of all, one of the most necessary factors for success in school is knowing how to manage time. Students need time to practice new learning, train, review, apply and link it to their experimental world. Teachers who are prepared for time management provide their students with the best opportunities to develop personal habits that lead to the wise use of time.

Then, the way you follow to think carefully about how to arrange seating and create space for different activities, play a major role in managing the classroom. Teachers must create traffic patterns that help students to move freely throughout the classroom in order to minimize disruption, and in this way, classroom arrangement is an incentive for students to enter and make them comfortable, and most importantly they are willing to study.

Disruptive behaviour (turbulent):

Disruptive behaviour, is inappropriate or innacceptable in the learning environment, and represent a stumbling block that hampers the flow of the lesson .Dealing with disruptive behaviour is one of the most stressful aspects of teaching .Teachers should be wise in tackling subversive(disruptive) behavior. To this end, they should be trained regularly and informed of the various techniques and strategies that allow them to deal with discipline problems.

Group dynamics :

Teachers should show a higher order in maintaining learner’s discipline more specifically during activities and tasks that require pair work, group work and whole class participation or engagement. The primary role of teachers is to monitor learners and direct the topic to work perfectly during communicative activities.

INST pays special attention to effective classroom management strategies, because it is central to the educational process.

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Assessment :

Assessment is the primary competency a teacher must have because it is very useful and benificial.So that teachers should periodically check their learner’s progress by means of esseeing their abilities and skills.

First, evaluation provides teachers with a continuous overview of students learning, and it enables them to diagnose learners who need additional help and scaffolding

, in addition, it helps teachers determine whether their education is effective or not, and

to know how well their methods, techniques and strategies in teaching come to its fruits. Assessment is required effectiveness if they do not know whether their learners have understood the main points of their lessons.

Assessment plays an important step in that it reports information to teachers, students, and even parents about learner’s performance in in school then acting as a means of communication between the educational institution and parents. Effective assessment includes a variety of methods, such as formal tests, responses to short tests, assessment of class assignments, student and project performance, and a standard achievement test to reveal how well students have learned. Using more than one source in assessing learners allows teachers to accurate feedback to learners’ level.

Assessment strategies must be developed to involve learners in self-assessment activities that help them realize their strengths, weaknesses, and responsibilities for their learning.

Meanwhile, teachers have to adopt differed evaluation techniques such a as assessment network, rubrics, and the like.

In conclusion, assessing student learning is a vital tool and a type of regular assessment that provides a clear and detailed indicator of student progress. It is also useful for teachers as it gives hints about learners’ strengths and areas of weakness.

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Test designing :

One of the core competencies a teacher must have is test design. A competent teacher can use a wide range of methods to assess the performance of his students. Test design has been a focus of discussion and debate among teachers for years.

Technically, the test involves four main steps: test design, test administration, scoring and analyzing the test (ICE).

In order for the test to be good, the teacher must bear in mind that he must fulfill two

characteristics ; validity and reliability, and the first must test what the test is supposed to. It is divided into two ramifications, which are face validity and content validity. Face validity stands for the design and the form of the test. Furthermore, Validity of the content means testing what learners have learnt so far. Reliability has to do with learners’ result. This is means that, the test is reliable, it realistically reflects the level of learners (Harmer,2007).

Test design is not just a task it is a complete procedure. First, the test must correspond to the program, and after that, it is form (it is layout) should be familiar to ordinary students. In addition, the test should include a wide range of activities and tasks that strive to meet the needs of learners, performance, and interest.Moreover, a hierarchy between diffrebt activities is necessary as the previous activity is grounded to the following.

Test setting is one of the primary competencies a teachers needs, and teachers must be proficient in designing tests because the teachers’ test can provide valuable information about what students have learnt and still need to learn.

Conclusion :

In short, the teaching competencies are conducive to the interest of teachers in their practice in that they greatly assist them in planning lessons, managing their classes, and evaluating(assessing) their learners’ performance in an effective manner. INST is credited with partly developing teaching cometencies.Therfore,its program must be designed in light of the aforementioned core competencies.

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Chapter three Data analysis and Research Results

Chapter Three Data analysis and Research Results

3.1. Introduction ... 27 Research design ... 27 Sample ... 27 Data collection tools ... 27

Description of the teacher’s interview... 27 Analysis of teacher’s interview ... 28 Interpretation of teacher’s interview ... 34 Description of Teaching Competencies Evaluative Grid ... 36

Analysis of Evaluative Grid ... 37 Interpretation of the Evaluative Grid Results ... 40 Practical Recommendations ... 43 Conclusion ... 44

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Introduction

This chapter deals with research design and methodology that addresses the approved sample and describes each of the tools and tasks. Then, the result are presented, discussed and interpreted in relation to what was found in the theory, and this chapter also ends with another recommendation in favor of secondary school teachers.

3.1 Research design

In an attempt to examine how to enhance the attitudes of EFL teachers towards INST in order to enhance their core teaching competencies and thus the learning outcomes of learners, a descriptive and analytical case study was adopted to describe the results. The proposed research was developed from a qualitative point of view.

3.2. Sample

The target population of the study under investigation includes EFL secondary school teachers. We selected purposefully 05 female in-service teachers in Mostaganem city to be the ideal sample.

3.4. Data collection tools

To collect research data, I designs and administered teacher’ interviews to collect their views and attitudes towards training. However, teaching competencies evaluative grid is adopted in order to assess how INST contributes to the development of teaching competencies.

Description of the teacher’s interview

Semi-structured interviews are the deepest method for collecting data. Since semi-structured interviews are flexible, they are appropriate for answering ‘why’ questions(Miles &Gilbert,2005).For this reason, a semi-structured interview is conducted .The interview includes fifteen open-ended questions they enhance interviewees’ expressiveness about their attitudes and views about INST.

Figure

Fig. 2.1: A competence model, according to common definitions (Kumar, 2013).
Table 3.1 : Teachers Experience
Table 3.5 : Reason of INST refusal
Table 3.7 : INST effectiveness
+7

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