Video Reflection Supports Beginning Teachers Implementing the Competency-Based Approach in an Algerian Induction Programme (Published)
This study explores how structured video reflection supports beginning English teachers in Algeria to interpret, adapt, and enact the Competency-Based Approach during their induction year. Fifteen beginning teachers in Batna Province participated in six video reflection sessions integrated into the mandatory 200-hour induction programme under Executive Decree 25-54. An interventionist collective case study design was employed, and data were collected through interviews, reflective journals, classroom video recordings, and focus groups, and were analysed using Korthagen’s Onion Model. Findings indicate that video reflection facilitates teachers’ movement from surface-level behavioural reflection to deeper identity-level questioning. Teachers demonstrated creative adaptation of Competency-Based Approach principles despite structural constraints, including large class sizes and curriculum pressure. Collective witnessing within facilitated groups created psychological safety, transforming reflection from an individual cognitive act into a social practice. The study concludes that video reflection is a scalable, low-cost tool for enhancing teacher agency in resource-constrained contexts, though its effectiveness remains shaped by systemic barriers. Implications for policy reform, mentor training, and induction curriculum design are discussed.
Keywords: Algeria, Competency-Based Approach, Reflective Practice, teacher induction, video reflection