Experience

Abou Bekr Belkaid University of Tlemcen

• Higher Education
• 100 - 200 Employee

• Teacher Researcher

  • Dec 2002 - Present

  Naïma Badid is a teacher researcher of Tlemcen University, North-west of Algeria. She teaches various topics related to food security, biochemistry and molecular biology. In her research she focuses mostly on nutrition related to pathologies, such as autoimmune diseases and cancers. Previous, Naïma Badid has been a food technology engineer, then a chief inspector in Directorate of Trade. In addition, Naïma Badid holds a Diploma of Applied University Studies in Technical English, from the University of ContinuousTraining of Tlemcen in Algeria. Another area of Naima Badid’s interest is the Neurologic Linguistic Programming where she has graduated as a Coach in NLP (Neurologic Linguistic Programming).In the department of biology of University of Tlemcen, Naïma Badid , is responsible for the Master "Nutrition and Pathology". Show less

• Teacher researcher in Biology

  • Dec 2002 - Present



University of Continuous Training of Tlemcen- Algeria / Department of English

• Tlemcen-Algeria

• Diploma of Applied University Studies / Technical English.

  • Sep 2013 - Sep 2016

  Graduated from the University of Continuous Training of Tlemcen- Algeria, during the period of three academic years and attested by a diploma in Technical English. The studied subject was focused on: Reflective Teaching Practice in Higher Education: The case of Teachers at Tlemcen University and High School of Management. This work was realized with the collaboration of my colleague Dr Selmi A. from High School of Management in Tlemcen, supervised by Dr Abdellatif SEMMOUD from Tlemcen University-Department of English in Algeria. Abstract: Higher education (HE) teachers’ quality is increasingly recognised as the primary objective to be attained. Indeed, to this view, quality teaching, has recently made officials to think deeply and seriously about how to launch teachers in an on-going professional development that enhance them to refine and re-enact their teaching practices. As an immediate response to this, reflective teaching (RT) outstands to be the efficient approach to fulfil the purpose in view. In this respect, it is claimed that this concerns teachers and learners as the eminent interaction makers in the teaching learning process. We, therefore, designed a literature review about the existing evidence about RT and their importance in the professional development. This study investigated the five reflective practice skills: observation, communication, belief and assumption, decision making and team working in both NLEUSF/TU and the HSMT. To this end, forty two participants were administered RT questionnaire. The teaching experience of these teachers varies from one to thirty years. The data were analysed using Likert Scale method. The study revealed pertinent results about the RT approach in the two HEIs. Fluctuations and similarities observed between the two groups could constitute preliminary keys to the fruitful adoption of RT in our institutions. Key words: Reflective teaching practice, reflective thinking skills, higher Show less