The Moroccan education system has undergone several reforms, the latest reform aimed at improving the qualifying training of future teachers by integrating the basis of the teaching profession professionalization; which requires the development of professional competencies. In fact, the future teacher must learn to take a critical look at his classroom practices, to describe his professional gestures and to analyze his teaching practices in order to assess their efficiency. However we can ask the following question: is the future teacher trained in such a way able to question his classroom practices constantly? To answer this question, we developed an analysis grid of teaching practices, which was addressed to primary school trainees, within the city's Regional Center of Education and Training Professions of Fez in Morocco, in order to analyze the teaching practices of a future teacher in full action by peers, this analysis is made based on viewing a video capsule. The processing of the data collected from the grid revealed that the majority of these future teachers have not been able to acquire the capacity to analyze these teaching practices in an efficient manner. The use of the analytical grid has been of crucial importance in determining the profile of future teachers capable of competently exercising their teaching profession.
The competency-based approach (APC) is considered one of the most appropriate pedagogical approaches for effective learning. However, although it is increasingly recommended by the Moroccan educational system, we realize a reticence of its application. The purpose of this research is to approach the representation of teachers about the APC in order to assess the level of its implementation in the Moroccan educational system. Thus, we elaborated a questionnaire. The collection of information by means of this questionnaire was conducted among 300 secondary school teachers performing in the Regional Academy of Education and Training AREF Fes-Boulemane and the number of responses received is only 115. The data obtained show a significant rate of application of this approach in several educational institutions. The reasons for not adopting this approach by some teachers can be categorized into several ranks: working conditions, lack of training (initial and continuous), socio-cultural conditions. The success of education depends heavily on the development of human resources education and training, which begins with an advanced initial training in teachers training centers, continues through self-study and is followed by continuous training.
Current educational research is almost unanimous on the fundamental role of the competence approach (CA) for effective learning. In fact, on one hand it promotes a better learning, on the other hand it guarantees less stressful conditions for teachers. To be part of this movement, the Moroccan education system adopted this approach since 2000. Since the implementation of this approach can not succeed without the full support of the faculty, where the questions on the origin of this work: have the teachers adopted this approach, as it actually applied, what are their representations on it. To provide some answers to these questions, we have developed a questionnaire that we sent to the 300 teachers of the Secondary Qualifying cycle of several institutions of the Regional Academy of Education and Training of Fes-Boulemane in Morocco. Analysis of this questionnaire using the SPSS software shows that the main obstacles to the application of CA are four. The first obstacle is the low level of the students, the second obstacle is the overload of the programs the third obstacle is the high number of pupils in the classes and the fourth obstacle is the lack of training of the teachers in the CA. Almost half of teachers report that the objectives of applying the competencybased approach are not being met. Hence the need, to operationalize this approach, to act at all levels namely learners, teachers and curricula.
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