Résumé:
This work has attempted to evaluate middle school teachers’ familiarity with
competency-based approach concepts and practice. It is aimed at evaluating
middle school teachers’ knowledge about the theoretical tenets of competencybased
approach as well as their abilities to implement them in their classes. In
order to achieve this, two data collecting tools, namely, the questionnaire and
classroom observation were used, and a sample of study was selected which is
fourteen middle school teachers to answer the questionnaire and four middle
school teachers to be observed during eight teaching sessions. Accordingly, the
questionnaire was implemented to evaluate teachers’ familiarity with the
fundamental concepts of competency-based approach. As for classroom
observation, it was applied in order to investigate whether teachers are really
applying these concepts in their classes. The findings show that the teachers are
familiar with the theoretical knowledge about competency-based approach; in
opposition, they were found incapable of applying most of its concepts such as
integration situation, family of situations, learning situation, complex situation,
resources, competency, and project work
