Investigating the Efficiency of In-Service Teacher Training Programs: Case of Primary School English Teachers in Ain Temouchent

Abstract

Continuous professional development for English teachers has become important in the recent introduction of English as a school subject at the primary level in Ain Temouchent. However, despite the growing emphasis on in-service training, teachers still face challenges that limit their ability to apply new teaching techniques effectively. This research aims to point out problems preventing educators from deriving optimum benefits from professional growth. Furthermore, the study endeavours to assess teachers' receptiveness towards such courses, identify barriers to participation and execution, and provide recommendations on how enhancement can be achieved to better align training with classroom needs. A mixed-methods approach is used, combining quantitative data from questionnaires answered by teachers with qualitative data from a semi-structured interview with an experienced trainer. The research work finds that in-service training is valued for updating pedagogical methods and facilitating learner-centred approaches. Still, the same barriers remain, including resistance to change, limited time, and subpar materials.In certain cases, hands-on workshops and practical sessions were, however, effective. Theresearch work concludes by emphasizing the need for further in-depth, more pragmatic,competency-based training, improved timetabling, and increased use of technological aids.These concerns need to be addressed to prepare teachers for evolving learning needs and support Algeria's broader education reforms.