الصعوبات البيداغوجية التي يواجهها المدرسون في الميدان و إشكالية صعوبات التعلم في الجزائر : دراسة ميدانية

Abstract EN

The topic “learning difficulties” has recently received high attention from researchers and specialists in Algeria ; the subject of many national forums.

due to its importance and sensitivity and by conducting this study to examine some of the dimensions about the pedagogical difficulties faced by teachers and by assuming that the extent to which teachers understood and managed the content of educational programs, as well as the extent of their awareness of the objectives expected, to the ability to control the methodology adopted similar to the methodology of the approach to competencies, dimensions may lead to the emergence of defects in the educational process.

to examine these hypotheses, the study was conducted on a cluster random sample of 208 teachers working in three educational stages (primary, intermediate and secondary), based on a questionnaire designed for this purpose, and after unpacking the data, the results showed that 47.6% of the sample individuals are sometimes unable to understand the content of educational programs.

68.26% of respondents consider the course to be somewhat difficult, and some of them consider it difficult to a large extent.

the results also showed that 64.4% of respondents assert that the objectives of some educational units are not clear, and 92.8% of respondents suggest canceling some lessons for lack of clarity of their objectives.

in the competencies approach, the results indicated that 43.3% of the sample individuals do not rely on this methodology in their teaching activities, and 38.9% of the sample of individuals are not aware of how this methodology is applied in the field.

these results confirm the validity of the general hypothesis of the study through the verification of the three hypotheses.

the pedagogical difficulties that teachers face while performing their tasks impede the teaching process and make it difficult for the teachers to learn