Investigating Strategies in Teaching History Within the Competency Based Approach in The Algerian School

Abstract

This study investigates the Algerian teachers’ perception of teaching history, the strategies teachers use to achieve effective teaching of this fundamental discipline and the problems that hinder the implementation of these strategies, mainly after two decades of adopting the competency-based approach in the Algerian school. To address the research questions, a survey research design was utilized. Data were collected via an online questionnaire sent to different groups of teachers of history on the social media platforms. The results indicates that teachers of history are well aware of the purpose of teaching history, and use the strategies in varying degree due to some difficulties they encounter in their schools.