Becoming and Being a Teacher in Algeria

When schools face the dual challenges of quantity and quality, becoming a teacher within the national education system—particularly in a context of low employment prospects—presents both personal and institutional obstacles. The quality of teaching is closely linked to the quality of training, in 2024, this system encompasses nearly 11 million students and approximately 500,000 teachers. For new teachers, the first true test occurs in the classroom, where they encounter increasingly complex and demanding situations. How are they prepared for this reality? While the importance of experiential knowledge in supporting trainee teachers is undeniable, the unique pressures created by emergencies often take precedence, exposing the assumptions and unspoken beliefs held by these educators prior to their induction. This book is the result of data gathered by CRASC research teams through surveys, interviews, on-site observations, and the monitoring of teachers during their first three years in the profession. and the monitoring of teachers during their first three years in the profession. The authors aim to unpick the strengths and weaknesses of the regulatory frameworks and pedagogical practices that govern initial teacher training and induction.