Traduction et Langues
Volume 25, Numéro 1, Pages 274-294
2026-06-30
Pedagogical Training And The Development Of Professional Postures Among Newly Recruited University Teachers: A Case Study From Algeria
Authors : Mostefaoui Ahmed . Mokhtari Fatima Zahra .
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.
Keywords
Socio-constructivism; Teacher training; Teaching perspectives; Pedagogical support; Higher education; Metacognition; Reflective practice
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