This article aims to analyze schemes made by teacher trainees in Life and Earth sciences at the Regional Center of the Trades of Education and Training (CRMEF) Tangier-Tetouan-Al Houceima- middle school - in order to identify the conceptions of these future teachers about the schematic representation of a concept. An analysis was made of 30 teacher trainees diagrams at the beginning of their qualifying training on concepts in internal geodynamics. The results obtained have shown that they are generally known by teacher trainees, but their schematic representations raise many problems, notably the scientific aspect of the scheme, the maintenance of a correct methodological organization and the respect for the symbolic code to be done on a scientific basis. To remedy this, the qualifying training of these teacher trainees must be reinforced with schematization sessions supplemented by an integration of these schemes in sequences of learning for better pedagogical use.
This article aims to diagnose the factors of activing and creating environment clubs as unavoidable educational structures helping to anchor environmental education in the Moroccan schools. In order to achieve this objective, questionnaires were distributed to 40 teachers practicing in fifteen schools distributed in three provincial directorates belonging to the regional academy of education and training of Tanger -Tetouan -Al Hoceima. According to the qualitative and quantitative analysis of the results of these questionnaires, environmental clubs constitute important educational structures able to ensure the development of the environmental culture in the educational practices within schools. However, many constraints to the activation of these clubs were reported by the interviewed teachers, in particular those related to the hourly load and the overload of the school curricula, the lack of supervision and the training of teachers and the absence of the teaching and learning materials necessary for environmental education activities. The key element of activating the environmental clubs in schools appears to be initial and continuous training of teachers. This training should focus on the techniques of the integration of the environmental dimension which includes educational projects and
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