December 15, 2021 Journal article Open Access

Boulanouar YOUSFI

DCAT Export

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        <foaf:name>Boulanouar YOUSFI</foaf:name>
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            <foaf:name>Université de Tissemsilt, Algérie, Laboratoire TRADTEC, Université d'Oran 2, Algérie</foaf:name>
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    <dct:title>APPORTS DE LA PEDAGOGIE PAR PROJETS ET DIFFICULTES DE SA MISE EN PRATIQUE EN CLASSE DE LANGUE : PERCEPTIONS D'INSPECTEURS ET ENSEIGNANTS ALGERIENS AU PRIMAIRE / THE CONTRIBUTION OF THE PROJECT BASED METHOD AND THE DIFFICULTIES OF IMPLEMENTING IT IN A LANGUAGE COURSE: THE PERCEPTIONS OF THE ALGERIAN INSPECTORS AND STUDENTS IN PRIMARY SCHOOL</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2021</dct:issued>
    <dcat:keyword>educational project, competence, objectives, advantages, difficulties</dcat:keyword>
    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2021-12-15</dct:issued>
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    <dct:description>&lt;p&gt;&lt;em&gt;This article is a follow-up to one of our previous studies (Yousfi, 2017). We presented part of the results of a research on the training of teachers and their classroom practices within the framework of the project pedagogy adopted in Algeria. In the present continuity, we discuss the contribution of this didactic approach and the difficulties encountered during its implementation in the classroom. A group of inspectors and primary school teachers reported on their lived experiences, which we analyzed and commented on.&lt;/em&gt;&lt;/p&gt;</dct:description>
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