Reflection as the ultimate sine qua non for quality teaching

Abstract EN

At a large scale, worthwhile in its extreme depth, reflection must be reconsidered, in the Algerian tertiary education, as the blueprint which boosts teaching so as to make it of high quality.

By articulating the advocated investigations at a sporadic frequency, a teacher as a reflective practitioner embarks indubitably, along his professional career, in a never ending quest of better teaching.

This paper significantly underlines the overall academic and pedagogic situation which has, for so long, been imbued by a fatalistic apathy induced by cynical teaching which has turned to be endemic and enduring.

What strikes dreadfully, is the fact that neither officials, nor academics have tried to restrain this situation which has taken, for years on end, a form of a silent conspiracy, worsened by the spur-of-the-moment decisions of government officials towards rehabilitation that also led unavoidably to a downright dismay.

It is widely known, however, that the unique solution, as practised throughout the globe, is to engage teachers of tertiary education in ongoing formal bottom-up training by acquainting them with the concept of reflective teaching that would, by all means, lead to lucidity in teaching practice and at a later stage to quality teaching.