دراسة للاتجاهات والممارسات التعليمية لأساتذة مادة اللغة الأمازيغية
Teaching practices are among the main factors that impact both the quality of teaching and the level of students’ achievements. Thus, educational policies as well as researchers are concerned with the teaching profession, either to improve and optimize it, or to observe and analyze it in order to understand it. In this context, our doctoral study addresses the practices of Tamazight language teachers, according to the paradigm of declared practices. On the one hand, it aims to characterize them in the light of three essential variables of the teacher's professional identity, namely the type of diploma; the level of pedagogical knowledge and the seniority in the profession. On the other hand, to investigate the attitudes of these teachers towards the practices assigned to the study, and to verify if the attitudes expressed really correspond to the practices mobilized in class. We posed some questions, and formulated the appropriate hypotheses necessary to carry out the empirical investigation, which we carried out on two samples: the first is made up of 60 Tamazight language teachers, taken from secondary education in the region of Tizi Ouzou, and the second is made up of 360 students who have already studied a full year with these teachers. The results of the survey showed that the level of recourse to the teaching practices assigned to the study by Tamazight language teachers was high. The use of these practices varies according to the type of degree (Bachelor's, Master's) and seniority in the profession. Nevertheless, the level of these teaching practices did not vary according to the level of pedagogical knowledge of the teachers surveyed. In terms of investigating attitudes, the results showed that the majority of the teachers surveyed had positive attitudes towards the teaching practices selected, and that their attitudes varied according to their length of service in the profession (short service, medium service, long service) and the level of their pedagogical knowledge (imperfect knowledge, good knowledge). However, the latter did not vary according to the type of degree (Bachelor's, Master's). The results of the survey also show that there is a concordance between the attitudes expressed by Tamazight language teachers with regard to the teaching practices assigned to the study, and their actual practices when teaching in class. (Author’s abstract)