[ Impact de la formation continue sur les pratiques de classe des professeurs du primaire au Maroc: Cas de la direction provinciale de Rabat ]
Volume 68, Issue 1, August 2023, Pages 98–113
Arharbi Rachid1 and Belhaj Laila2
1 Laboratoire: Education, culture, arts et didactique de la langue et de la littérature francaises (ECADLLF), Université Mohammed V, Faculté des sciences de l’éducation, étude doctorale analyse et évaluarion des systèmes d’éducation et de formation, Rabat, Morocco
2 Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
Original language: French
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Since its independence in 1956, Morocco has undertaken several educational system reforms with the aim of enhancing its educational indicators and assure quality education for its citizens. Among the recurring axes that are ceaselessly present throughout the various reforms that have been launched, the axis of training (pre-service and continuous) is granted a distinct status. Whereas pre-service training endeavors to prepare prospective teachers for their future duties and acquire the skills necessary for the profession, continuous training seeks to hone these skills and equip teachers with the tools that would expectedly help them adopt classroom practices that are founded on more dynamic and effective teaching approaches. Continuous training that does not contribute to the improvement of teacher practices within classes cannot claim to be playing a role in the implementation of the projected educational reform. Following this principle, this paper attempted to investigate the impact of continuous training cycles provided for primary school teachers in Morocco on their classroom practices. We have chosen the provincial directorate of Rabat as a practical illustration. Through (1) a quantitative study and analysis of the evolution of the number of primary school teachers who have benefited from continuous training cycles compared to the overall number, (2) an analysis of the axes of the Rabat directorate provincial action plan for continuous training, and most importantly through (3) a practical field study, by means of a digital questionnaire addressed to the provincial directorate primary school teachers who have benefited from continuous training over the past three years, we have identified positive and encouraging results as well as a number of deficiencies to which more attention has to be paid in order to realize the expected outcomes of the reform.
Author Keywords: Educational reform, continuous training, pedagogical innovation, classroom practices, pedagogical approaches.
Volume 68, Issue 1, August 2023, Pages 98–113
Arharbi Rachid1 and Belhaj Laila2
1 Laboratoire: Education, culture, arts et didactique de la langue et de la littérature francaises (ECADLLF), Université Mohammed V, Faculté des sciences de l’éducation, étude doctorale analyse et évaluarion des systèmes d’éducation et de formation, Rabat, Morocco
2 Laboratory of Education, Culture, Arts and Didactics of French Language and Literature (ECADLLF), Faculty of Sciences of Education, Mohammed V University, Rabat, Morocco
Original language: French
Copyright © 2023 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Since its independence in 1956, Morocco has undertaken several educational system reforms with the aim of enhancing its educational indicators and assure quality education for its citizens. Among the recurring axes that are ceaselessly present throughout the various reforms that have been launched, the axis of training (pre-service and continuous) is granted a distinct status. Whereas pre-service training endeavors to prepare prospective teachers for their future duties and acquire the skills necessary for the profession, continuous training seeks to hone these skills and equip teachers with the tools that would expectedly help them adopt classroom practices that are founded on more dynamic and effective teaching approaches. Continuous training that does not contribute to the improvement of teacher practices within classes cannot claim to be playing a role in the implementation of the projected educational reform. Following this principle, this paper attempted to investigate the impact of continuous training cycles provided for primary school teachers in Morocco on their classroom practices. We have chosen the provincial directorate of Rabat as a practical illustration. Through (1) a quantitative study and analysis of the evolution of the number of primary school teachers who have benefited from continuous training cycles compared to the overall number, (2) an analysis of the axes of the Rabat directorate provincial action plan for continuous training, and most importantly through (3) a practical field study, by means of a digital questionnaire addressed to the provincial directorate primary school teachers who have benefited from continuous training over the past three years, we have identified positive and encouraging results as well as a number of deficiencies to which more attention has to be paid in order to realize the expected outcomes of the reform.
Author Keywords: Educational reform, continuous training, pedagogical innovation, classroom practices, pedagogical approaches.
Abstract: (french)
Depuis son indépendance en 1956, le Maroc a entrepris plusieurs réformes de son système éducatif, et ce afin d’améliorer ses indicateurs pédagogiques et garantir un enseignement de qualité à ses citoyens. Parmi les axes récurrents et toujours présents dans les différentes réformes lancées, l’axe de la formation (initiale et continue) détient une place de prédilection. Si la formation initiale a pour objectif de préparer les enseignants à leurs futures missions et acquérir les compétences nécessaires au métier, la formation continue cherche à développer ces compétences et doter les enseignants des outils susceptibles de les aider à adopter des pratiques de classe basées sur des approches pédagogiques plus dynamiques et plus efficaces. Une formation continue qui ne contribue pas à l’amélioration du comportement des professeurs au sein de leurs classes ne peut prétendre jouer un rôle dans la mise en œuvre de la réforme éducative attendue. Partant de ce constat, notre travail avait pour objectif de voir l’impact des cycles de formation continue destinés aux professeurs du primaire au Maroc sur leurs pratiques de classe. Nous avons choisi la direction provinciale de Rabat comme illustration pratique. A travers (1) l’étude et analyse quantitatives de l’évolution des effectifs des professeurs du primaire qui ont bénéficié de cycles de formation continue par rapport aux effectifs globaux; (2) l’analyse des axes du plan d’action provincial de formation continue de la direction, mais surtout à travers (3) une étude pratique effectuée sur le terrain, par le biais d’un questionnaire numérique adressé aux professeurs du primaire de la direction qui ont bénéficié de formation continue pendant les trois dernières années, nous avons pu constater des résultats positifs et encourageants, mais également des insuffisances sue lesquelles il faut porter plus d’attention pour parvenir aux résultats attendus de la réforme.
Author Keywords: Réforme éducative, formation continue, innovation pédagogique, pratiques de classe, approches pédagogiques.
How to Cite this Article
Arharbi Rachid and Belhaj Laila, “Impact of continuous training on primary school teachers’ classroom practices in Morocco: Case study of the provincial direction of Rabat,” International Journal of Innovation and Scientific Research, vol. 68, no. 1, pp. 98–113, August 2023.
