Professionalization and universalization of teacher training in Algeria and elsewhere

Abstract

The subject of professionalization of primary and middle cycle teachers represents a widespread choice for the majority of Western countries. Algeria adopted the same choice and began its application 10 years ago for the primary cycle, because it was decided to recruit primary school teachers, provided that they hold a license. The teachers were also promoted to the rank of licensed primary school teacher as recognition of their higher level. However, teacher training in Algeria is far from being provided within university institutions dedicated to this purpose. The concept of professionalization comes from the term 'profession', defined by the ability of the professional to present a discourse derived from a science mastered by his specialist independently of place and time. The problem raised regarding the functioning of education is summed up in a fundamental question: does teaching in the primary cycle require a qualification of a high scientific level? or does it remain an art subject to the skills of each teacher? This question has been raised in developed countries such as France and Switzerland, each according to its experiences and historical conditions unlike Algeria which chose the apprenticeship model without taking into account the specificities of its school system. Worse, the decision to abandon educational technological institutes today has presented teacher training policy with a gap that is difficult to fill.