Didactics and Teaching Practices in Algerian Primary Schools: Challenges and Perspectives

Abstract

This study examines didactics and teaching practices in Algerian primary schools, with a focus on the main challenges faced by teachers and the perspectives for improving instructional quality. It explores how didactic approaches are implemented in classroom settings and how they influence learners’ comprehension, motivation, and skill development. The research highlights structural, pedagogical, and contextual constraints affecting teaching effectiveness, including overcrowded classrooms, limited instructional resources, teacher training gaps, and curriculum rigidity. At the same time, it emphasizes ongoing reform efforts and pedagogical innovations aimed at improving learning outcomes. The study adopts a descriptive-analytical approach to better understand the relationship between didactic strategies and classroom performance in the Algerian primary education context. Finally, it proposes perspectives for enhancing teaching practices through improved teacher training, learner-centered methodologies, and better integration of modern didactic tools.