Pedagogical Training for Primary School Teachers: Between Formality and Actual Implementation

RESEARCH ARTICLE Pedagogical Training for Primary School Teachers: Between Formality and Actual Implementation Feniche Hanane / < Dr. University of constantine2, Faculty of Psychology and Education Sciences, Psychology Laboratory and Organization Management Algeria Email: Merabet Saida X X X X X Dr. University of Constantine2, Faculty of Psychology and Education Sciences, Psychology Laboratory and Organization Management Algeria Email: Doi Serial                 Keywords Digitisation, sports management, functional performance. Abstract The teacher is the cornerstone of the educational process, being primarily responsible for the implementation and supervision of curricula with high precision. If we aim for advanced and high-quality education, we must ensure optimal teacher preparation, equipping them with a fully integrated personality across all psychological and professional dimensions. Teacher preparation and professional development are foundational to educational improvement, as they significantly influence teaching performance. Whether through initial pedagogical training or continuous professional development, these processes are essential for equipping teachers with the academic and professional competencies they need. This can be achieved through structured training programs or self-directed learning methods. Citation Feniche H., Merabet S. (2025). Pedagogical Training for Primary School Teachers: Between Formality and Actual Implementation. Science, Education and Innovations in the Context ofModern Problems, 8(7), 89-97; doi:10.56352/sei/8.7.11. '//////////////////////////////////////////////////////////////////////////////// Licensed © 2025 The Author(s). Published by Science, Education and Innovations in the context of modern problems (SEI) by IMCRA - International Meetings and Journals Research Association (Azerbaijan). This is an open access article under the CC BY license . Received: 06.02.2024 Accepted: 09.04.2025 Published: 01.06.2025 (available online)

Education is a fundamental tool for renewal, reform, development, and adaptation to modern technological and scientific changes. As such, educational systems worldwide have undergone extensive reforms over the past two decades, driven by various political, scientific, economic, and social factors. These reforms have expanded educational stages, diversified specializations, clarified goals, and highlighted the pivotal role of education in all life domains. Consequently, societal demand and confidence in education have significantly increased, especially in systems grounded in principles of universality, free access, and democracy.

Algeria, like many nations, has engaged in broad reform initiatives across various sectors under the umbrella of globalization. Recognizing the importance of human capital, Algeria has focused on developing its educational system as a strategic priority. (Zararka and Zararka, D.T, p.26)

Studies have consistently emphasized the role of training in enhancing human resource performance, noting its impact on productivity, skills development, morale, and job stability. Consequently, training has become integral to national and international policy agendas aimed at achieving effective and flexible workforce performance.

Despite differences in methodology and content, societies globally converge on the critical importance of education and training in driving development and economic growth. Effective training ensures high-quality outcomes within educational systems, which in turn contribute positively to national economic expansion . (Ben Ammar, 2009, pp. 08-09)

Research Problem:

The education sector plays a vital role in societal advancement, influencing development across social, cultural, and economic domains. As such, countries prioritize educational reform, aiming to align with global progress.

Primary school teachers, in particular, face immense challenges due to the diversity of their roles and responsibilities in shaping the foundational personalities of future generations. Teachers often encounter obstacles that only those in the field truly understand. (Kabash, 2017, p.11)

Education and training are the primary mechanisms for human capital development and are considered strategic investments. Through well-designed curricula, nations can fulfill labor market needs and support national development efforts.

Pedagogical training for teachers is grounded in systematic scientific principles aimed at aligning with modern educational changes and enhancing system effectiveness. The success of educational reform is intricately linked to the teacher's role, as they are fundamental in shaping the quality of education. High-quality teaching requires comprehensive training that enables teachers to grasp the competency-based approach a prerequisite for effective classroom performance. (Maacho and Qalish, 2017, p.22)

Training is a central element in human resource development, enabling individuals to adapt to evolving knowledge and technologies. It plays a key role in strengthening institutional resilience amid competitive and developmental pressures. Training helps create competent administrative structures, which is why both developed and developing nations prioritize it . (Al-Attawi, 2010, p.03)

Continuous in-service training, in particular, is critical for maintaining high-performance standards, fostering employee confidence, enhancing work quality, and promoting professional belonging and motivation.

Algeria has made efforts since independence to revamp its teacher training system in response to global transformations. Recognizing the teacher as the cornerstone of educational quality, the Ministry of National Education has emphasized in-service training as essential for the success of educational reforms. (Bougatif, 2014, pp. 07-11)

Effective teacher performance is thus a primary goal for educational institutions. Elevating teachers' competencies, offering supportive frameworks, and addressing school-based factors are key to enhancing teaching quality.

In Algeria, the academic training of primary teachers is pivotal for equipping them with the knowledge and skills necessary for improved performance, thereby enhancing the overall efficacy of the education system. This study addresses the following central question: What is the reality of academic training for primary school teachers in the Algerian education system?

To address this, the study aims to:

S Assert that training is a continuous process.

S Define the principles and objectives of training.

S Highlight the importance and impact of training on teachers’ professional careers.

S Examine the current state of teacher training.

Definition of Study Terminology:1.    Academic Training:

The term training evokes a variety of meanings often associated with related concepts such as: preparation, qualification, education, professional readiness, and trainer development. According to Bishara Gabriel, educators and professionals commonly use overlapping terms like preparation, qualification, training, and formation to refer to related processes. (Sedkaoui, 2011, pp. 02-03)

Linguistically, formation implies structuring or shaping enacting a series of changes according to a specific methodology to move an individual from a current state to a more desired one, based on predefined standards. In this sense, training equips individuals with functional thinking and behavioral skills that enable them to carry out assigned tasks effectively.

Training is thus a programmed set of learning activities designed to provide individuals or groups with knowledge, skills, and attitudes that support adaptation to the professional and social environment while enhancing the effectiveness of the institutions they serve.

According to Abdel Baqi (2000), training is:

“A planned activity aimed at providing individuals with a set of information and skills that enhance their performance at work.”

Other definitions emphasize psychological and behavioral shifts, stressing that training:

Enhances individual attitudes toward work,

Raises technical competencies,

Improves cognitive and practical abilities,

Alters behaviors positively.

Lorsi Abdelkader describes training as a preparatory process through which a teacher acquires the skills and competencies necessary to perform effectively having both a scientific and human dimension.

Three essential components of the training process:

S Trainer (Formateur): The individual responsible for instructing and supervising.

S Trainee (Apprenant): The recipient of training who benefits from theoretical and practical knowledge.

Training Program: The framework linking trainer and trainee.

• 2.    Primary School Teacher:

According to Mohamed Ziyane Hamdan:

“The teacher is the craftsman and main executor of instruction. Teaching is a craft and an art that requires specific personal and professional characteristics, including leadership, organization, evaluation, and innovation.”

In educational institutions, the teacher is viewed as a vital human resource. They are not merely conveyors of information but active contributors to intellectual development, requiring continuous investment through training and support to ensure educational quality.

As Salah Abdel Rahman (2010) notes:

“The teacher represents the central resource in educational institutions one upon whom the effectiveness and efficiency of educational objectives rest.”

Principles of Training

The success of training programs depends on the understanding and implementation of the following principles:

Information Delivery:

Goals and success factors should be clearly communicated before training begins.

Tasks should be broken into simple components and presented from easiest to most complex.

Learning can occur anywhere, not just in formal institutions.

Role of the Trainer

Must be knowledgeable and emotionally stable.

Should define objectives, content sequence, and timeframes.

Understanding trainees’ levels and needs helps tailor delivery.

Trainee Characteristics.

Trainees differ not only in learning speed but also in emotional and cognitive states.

Motivation varies (internal vs. external), so identifying personal needs is crucial.

Prior knowledge influences learning potential and responsiveness (Boussaada, 2011, pp. 301–302)

General Objectives of Training:

Training aims to improve educational quality by enhancing the competencies of teaching and administrative staff. Main objectives include:

Enabling teachers to understand national educational goals, teaching systems, and pedagogical methods.

Developing teachers’ understanding of child development physically, mentally, emotionally, and socially.

Enhancing awareness of societal issues and educational challenges.

Familiarizing teachers with recent developments in educational tools, ICT, and digital learning.

According to Pierre Casse, the goal of training is:

“A precise diagnosis of the pedagogical context to optimize learning outcomes.”

This requires that:

S Training actions are aligned with improvement needs.

S Training goals are clearly defined.

S Stakeholders (trainers, learners, supervisors) share a common understanding of expected outcomes.

S The Importance of Training in the Contemporary Era

S Training today is a multidimensional and complex necessity, closely tied to broader historical and social contexts. The 20th century is often referred to as “The Century of Training” due to its transformative impact on human capital.

S Training has become a fundamental process for securing both professional and social recognition. As Dauber & Verne argue, the motto is now:

(Learn to become):

Teachers are considered the "intervening variable" their performance determines the quality of educational outputs. However, several criticisms remain:

Lack of clearly defined teaching competencies,

Disconnect between training curricula and actual classroom needs,

Failure to provide teachers with updated, relevant knowledge due to poor planning.

Addressing these shortcomings requires serious, ongoing, and effective training aligned with contemporary challenges and educational demands.

(Next Sections to Follow):

S Teacher Training and Professional Development.

S In-Service Training.

S Challenges in Implementing Educational Reforms.

S Trainer Preparation.

S Modernization Strategies and ICT Integration.

S Conclusion and Recommendations.

Teacher Training and Professional Development

Achieving the goals of educational reform cannot be separated from improving teacher performance and training. Teachers must be equipped to keep pace with advancements and respond to evolving work demands. They must be capable of assuming new roles and mastering modern techniques in managing educational processes.

Distance training has gained prominence in the 21st century due to its capacity to educate large numbers of teachers and educators.

Training aligns with the philosophy of lifelong learning not merely for the sake of training but as a means of continuous development. Given that teachers are the central axis of any educational system, the quality of both education and training largely depends on their competence, sense of responsibility, and professional and human attributes.

In Arabic, the word training stems from the verb to shape or form, and it implies structural and behavioral transformation. In Latin, it corresponds to Formare, meaning to shape persons or things.

UNESCO defines training as:

In-Service Training:

This is one of the most widespread and essential types of training implemented in educational institutions due to its ongoing nature. It is intended for individuals who already possess field experience and is conducted during the course of their professional careers, regardless of their seniority or previous training level.

In-service training:

Compensates for shortcomings in initial academic preparation.

Qualifies teachers who lack formal pedagogical training.

Updates and deepens teachers’ academic knowledge.

Stimulates a culture of self-directed professional development.

Prepares teachers for upcoming reforms and changes within the educational system.

In essence, in-service training is:

“The training received by a teacher from the moment of permanent appointment until retirement aimed at continuous improvement and mastery.” (Ben Zaf, 2013, p. 193)