مجلة ميلاف للبحوث والدراسات
Volume 7, Numéro 1, Pages 434-448
2021-06-30
Authors : Khattala Asma .
The motivation underlying this research is the indisputable importance of teachers’ involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers’ involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Permanent EFL teachers at Mohamed Lamine Debaghine Setif 2 university volunteered to undertake the study by answering a questionnaire with both limited-scale and open-ended questions. Findings revealed that teachers’ role in syllabus design is overlooked. Teachers are considered as mere implementers of the syllabi which come from the top. Regardless, they believe to have a voice to contribute beyond the classroom, especially that they recognize several issues in the current syllabi. Referring to teachers only at the final stages of syllabus design (i.e., implementation) may negatively impact syllabi adequacy and the overall efficacy of the educational system. Hence, the study proposed some recommendations as to make room for teachers’ voice.
Algerian universities ; EFL ; higher education ; syllabus design ; teachers’ involvement
محمد هبول
.
حمزة بن وريدة
.
منير لواج
.
ص 07-22.
Kelkoula Nachoua
.
Belhamel Amina
.
pages 489-506.
Cheriet Imane
.
Khatout Ramdane
.
pages 304-320.