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
Language, Power, and Pride: Transforming Teacher Education in Kuwait Through Critical Pedagogy (Published)
This study examines how embedding critical pedagogy principles into a ‘History of English’ course can transform pre-service English teachers’ pedagogical philosophies, critical consciousness, and reflective practices. Drawing on qualitative data, the research revealed significant shifts in participants’ understanding of linguistic diversity, socio-political dynamics, and equitable educational strategies. Participants developed a deeper awareness of the relationship between language and power, recognizing the importance of challenging linguistic hierarchies and promoting cultural pride. The findings highlight the complexities of adapting critical pedagogy for younger learners, particularly in balancing nuanced ideas with age-appropriate methods. Additionally, the study emphasizes the need for teacher education programs to integrate these principles more comprehensively into curricula, ensuring that future educators are equipped to foster socialjustice, equality, and a positively aware engagement with the language in their classrooms. By reshaping how educators understand and approach their roles, critical pedagogy demonstrates the potential to create more inclusive, empowering, and equitable learning classroom environments.
Keywords: Critical Pedagogy, Language Teaching, Pre-Service Teachers, Reflective Practice, Teacher Education