Pedagogical Training and the Development of Professional Postures among Newly Recruited University Teachers: A case study from Algeria

Article Sidebar

PDF
Published: Jun 30, 2026
Keywords:
Socio-constructivism, Teacher training, Teaching perspectives, Pedagogical support, Higher education, Metacognition, Reflective practice

Main Article Content

Ahmed Mostafoui
Ahmed-mostefaoui@univ-tiaret.dz, University of Ibn Khaldoun-Tiaret- Algeria
Fatima Zahra Mokhtari
fatimazahra.mokhtari@univ-tiaret.dz, University of Ibn Khaldoun- Tiaret– Algeria

Abstract

The professional development of university teachers has become a major priority in higher education, driven by pedagogical reforms, digital transformation, and evolving expectations regarding teaching and learning. Despite increasing attention to pedagogical training, little research has examined its impact on newly recruited teachers’ instructional perspectives and professional postures in Algeria. This study addresses this gap by investigating the influence of a structured training programme on the teaching perspectives, professional postures, and pedagogical beliefs of newly recruited teachers at Ibn Khaldoun University of Tiaret during the 2024–2025 academic year. Grounded in a socio-constructivist framework, the research examines changes observed during the 2024–2025 training cycle through a convergent mixed-methods design. Quantitative data were collected from 100 participants through pre- and post-training Teaching Perspectives Inventory (TPI) administrations, while qualitative insights were obtained from post-training questionnaires completed by 61 participants. The findings reveal a significant shift from transmissive conceptions of teaching toward more learner-centred and reflective approaches, with Nurturing and Apprenticeship perspectives predominating. Participants reported stronger alignment between learning objectives and instructional practices, increased confidence, and greater intention to foster students’ reasoning and autonomy. However, persistent tensions emerged between innovative pedagogical intentions and institutional constraints, particularly assessment pressures and difficulties in transferring training outcomes to classroom practice. The study underscores the transformative potential of sustained pedagogical training while emphasising the need for institutional conditions that support the implementation of new practices. It contributes empirical evidence on the usefulness of the TPI for assessing training effectiveness in a new higher education context and offers insights for policy and practice in comparable settings.

Article Details

How to Cite
Mostafoui , A., & Mokhtari , F. Z. (2026). Pedagogical Training and the Development of Professional Postures among Newly Recruited University Teachers: A case study from Algeria. Traduction Et Langues, 25(01), 274-294. Retrieved from https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/1082
Issue
Vol 25 No 01 (2026): Traduction et Langues Volume : 25 Issue : 01/ June 2026
Section
Articles
Author Biographies

Ahmed Mostafoui , Ahmed-mostefaoui@univ-tiaret.dz, University of Ibn Khaldoun-Tiaret- Algeria

Ahmed Mostefaoui is a Professor of Didactics and Educational Engineering in the Department of French at Ibn Khaldoun University of Tiaret, Algeria. He teaches language didactics, literary text didactics, and discourse analysis, and currently serves as Vice-Dean of the Faculty of Letters and Languages, responsible for student affairs and pedagogy. His research focuses on French as a Foreign Language (FLE) didactics, discourse analysis, and Languages for Specific Purposes (LSP), particularly French for Specific Purposes (FOS), and French for University Purposes (FOU). He has authored numerous publications, including a pedagogical textbook French for Science and Technology Students, and has presented at national and international conferences. Mostefaoui is a research team leader in the LDNCDASE Laboratory and actively contributes to academic publishing as a member of editorial and translation review boards, Associate Editor, and reviewer for several scholarly journals. He is also a member of ANECLEA.

Fatima Zahra Mokhtari , fatimazahra.mokhtari@univ-tiaret.dz, University of Ibn Khaldoun- Tiaret– Algeria

Mokhtari Fatima Zohra is a Professor in the Department of French at Ibn Khaldoun University of Tiaret, Algeria. She has held several academic and administrative positions, including Head of the French Department and Assistant Dean in charge of postgraduate studies at the Faculty of Letters and Languages. Her research interests lie in general and comparative literature, language didactics, and French for Specific Purposes (FOS/FOU). She is the author of numerous scientific publications addressing issues related to didactics, specialized French-language teaching, and comparative literature. She is also the co-author of the pedagogical textbook French for Science and Technology Students. She serves as a research team leader within the LDNCDASE Laboratory (Didactics, Neuro-cognition, Discourse and Socio-Economic Activities) and is a member of the LADICIL and TRADEC research laboratories, as well as a PRFU research project.

References

Åkerlind, G. S. (2007). Constraints on academics’ potential for developing as a teacher. Studies in Higher Education, 32(1), 21–37. https://doi.org/10.1080/03075070601099416
Albero, B. (2011). Le couplage entre pédagogie et technologies à l’université: Cultures d’action et paradigmes de recherche. Revue Internationale des Technologies en Pédagogie Universitaire / International Journal of Technologies in Higher Education, 8(1-2), 11–21. https://doi.org/10.7202/1005779a
Bédard, D. (2014). Être enseignant ou devenir enseignant dans le supérieur: Telle est la question… de posture! In G. Lameul & C. Loisy (Eds.), La pédagogie universitaire à l'heure du numérique (pp. 97–109). De Boeck Supérieur. https://doi.org/10.3917/dbu.lameul.2014.01.0097
Bourdieu, P. (1987). Choses dites. Les Éditions de Minuit.
Charlier, B., Deschryver, N., & Peraya, D. (2006). Apprendre en présence et à distance: Une définition des dispositifs hybrides. Distances et Savoirs, 4(4), 469–496. https://doi.org/10.3166/ds.4.469-496
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
De Ketele, J.-M. (2010). La pédagogie universitaire: Un courant en plein développement. Revue Française de Pédagogie, 172, 5–13. https://doi.org/10.4000/rfp.2168
Dorofeeva, M. S., Timoshenko, A. I., Tretyakova, L. R., & Rogaleva, E. V. (2020). Pedagogical practice as a way to find out pedagogical barriers. International Journal of Higher Education, 9(1), 199–203. https://doi.org/10.5430/ijhe.v9n1p199
Ghouati, A. (2019). Higher education in Algeria: Between political constraints and socio-economic challenges. Éditions Pétra. https://doi.org/10.4000/lectures.45347
Haddab, M. (2007). Évolution morphologique et institutionnelle de l’enseignement supérieur en Algérie: Ses effets sur la quality des formations et sur les stratégies des étudiants. In S. Mazzella (Ed.), L’enseignement supérieur dans la mondialisation libérale (pp. 51–60). Maisonneuve & Larose/IRMC. https://books.openedition.org/irmc/723
Heinonen, N., Katajavuori, N., & Södervik, I. (2023). University teachers’ professional vision with respect to their conceptions of teaching and learning: Findings from an eye-tracking study. Frontiers in Education, 8, Article 1232273. https://doi.org/10.3389/feduc.2023.1232273
Kelchtermans, G. (2009). Career stories as a gateway to understanding teacher development. In S. Rolls, H. Plauborg, M. Bayer, & U. Brinkkjaer (Eds.), Teachers’ career trajectories and work lives (pp. 29–47). Springer. https://doi.org/10.1007/978-90-481-2358-2_3
Lameul, G. (2006, April). Posture professionnelle enseignante en question [Conference presentation]. 8e Biennale de l'éducation et de la formation, Lyon, France. http://www.inrp.fr/biennale/8biennale/contrib/longue/372.pdf
Lameul, G. (2016). Le développement professionnel des enseignants-chercheurs: Entre recherche et enseignement, l'élaboration d'une posture d'expertise (Habilitation à diriger des recherches, Université Rennes 2 Haute Bretagne). HAL. https://hal.science/tel-01496804
Makhsum, C. A., & Mawarpury, M. (2016). What teachers’ beliefs on teaching? An exploring study of high school teachers. Jurnal Pencerahan, 10(1), 21–29.
Mateus de Almeida, M., Viana, J., & Gaio Alves, M. (2022). Exploring teaching conceptions and practices: A qualitative study with higher education teachers in Portugal. Studia Paedagogica, 27(2), 35–53. https://doi.org/10.5817/SP2022-2-2
Murtonen, M., Anto, E., Laakkonen, E., & Vilppu, H. (2022). University teachers' focus on students: Examining the relationships between visual attention, conceptions of teaching, and pedagogical training. Frontline Learning Research, 10(2), 64–85. https://doi.org/10.14786/flr.v10i2.899
Paquette, C. (1985). Intervenir avec cohérence. Québec/Amérique.
Postareff, L., Lahdenperä, J., Hailikari, T., & Parpala, A. (2023). The dimensions of approaches to teaching in higher education: A new analysis of teaching profiles. Higher Education, 88, 37–59. https://doi.org/10.1007/s10734-023-01104-x
Pratt, D. D. (1998). Five perspectives on teaching in adult and higher education. Krieger Publishing.
Pratt, D. D. (2002). Good teaching: One size fits all? In J. Ross-Gordon (Ed.), An update on teaching theory (No. 93, pp. 5–16). Jossey-Bass. https://doi.org/10.1002/ace.45
Pratt, D. D., & Collins, J. B. (2010). The Teaching Perspectives Inventory at 10 years and 100,000 respondents: Reliability and validity of a teacher self-report inventory. Adult Education Quarterly, 61(4), 358–375. https://doi.org/10.1177/0741713610368875
Rodgers, E., D’Agostino, J., Berenbon, R., Mikita, C., Winkler, C., & Wright, M. E. (2022). Teachers’ beliefs and their students’ progress in professional development. Journal of Teacher Education, 73(4), 381–396. https://doi.org/10.1177/00224871221075275
Ryans, D. G. (1960). Characteristics of teachers: Their description, comparison, and appraisal. American Council on Education.
Slimani, R., & Bentahar, F. (2019). Distance education and e-learning in Algerian academic institutions: Challenges and achievements. AL-Lisaniyyat, 25(1), 351–377. https://doi.org/10.61850/allj.v25i1.728
Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2022). The impact of instructional development in higher education: Teachers’ conceptions and approaches to teaching revisited. Educational Research Review, 35, Article 100405. https://doi.org/10.1016/j.edurev.2021.100405
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271–360). Elsevier. https://doi.org/10.1016/S0065-2601(08)60019-2
Wolfs, J.-L., Charlier, É., Fagnant, A., & Letor, C. (2010). La formation des enseignants: Quelques pistes de réflexion – Représentations des enseignants, réflexivité et développement professionnel. Éducation & Formation, e-294.