Becoming and Being a Teacher in Algeria

When schools face the dual challenges of challenge numbers and quality, becoming a teacher in the national education system-especially in a context of low employability-presents both personal and institutional obstacles. The quality of teaching is closely linked to the quality of training, which, in 2024, will involve nearly 11 million students and approximately 500,000 teachers. For new teachers, the first test of their new role occurs in the classroom, where they encounter increasingly complex and challenging situations. How do they prepare for this? While the importance of experiential knowledge in supporting future teachers is undeniable, the unique contexts created by emergencies often take precedence, exposing the assumptions and unspoken ideas held by these teachers prior to their induction. This book is the result of data gathered from surveys conducted by CRASC research teams, interviews, on-site observations, and the monitoring of teachers during their first three years in the profession. The authors aim to unravel the strengths and weaknesses of the regulatory framework and pedagogical practices that govern the initial training and induction of teachers.