Arab World English Journal, August 2015                 Bejaia University, International Conference Proceedings – 2015                                                                                                                                                                                     Pp. 25 – 41

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Student-Centered Teaching Practices: Focus on The Project-Based  Model to Teaching in the Algerian High-School Contexts


Nacera Boudersa
Department of English at University of Constantine 1

Hacene Hamada
Department of English at Ecole Normale Supérieure of Constantine

During the last few decades, many teaching philosophies and approaches began to surface and take shape in education. The principles and assumptions underlying these philosophies gained prominence, and started to be adopted and implemented in educational programs and curricula at different learning stages (secondary and tertiary  education). The overall aim of these changes is to find better ways (models, approaches) to improve students’ learning. Today, in the Algerian educational context, there is an increase demand for more efficient and beneficial  teaching approaches. Call for change to take place in teaching has always been raised.  Accordingly, there has been a shift of focus in teaching and a tendency on the part of   many researchers and educators to advance more innovative, beneficial and student-centered models and approaches to be adopted and implemented in educational  programs. Project-Based Teaching is one of these suggested and advocated teaching  models. It addresses important concerns and goals in education, and it is  characterized by being student-centered. A radical change in the role of teachers and  students in the teaching/learning process takes place. The adoption/implementation of  such a teaching model is supported by research and is claimed to help develop the  students’ intrinsic interest in the subject matter, emphasize learning not recall,  promote group-work and help students become active, self-directed and independent   learners. The main aim of the present paper is to give a compendium of the theory   that demonstrates the importance of Project-Based Teaching alongside the different  types of learning that can be incorporated in project work (experiential-learning and  active-learning). The discussion is also based upon a questionnaire which has been  administered to high-school teachers of English, Science, History and Technology in  Mohamed Larbi Tlilani high-school (Constantine) in order to explore the efficiency  of  that  model  in  practice.
Keywords: Active  learning,  experiential-learning, learning improvement, project-based teaching,  student-centered teaching.