[ L’accompagnement comme mécanisme de formation continue des professeurs au Maroc: Cas de l’académie régionale de l’éducation et de la formation Rabat Salé Kenitra ]
Volume 40, Issue 1, July 2023, Pages 29–40
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.
Teacher training in Morocco is considered one of the most essential elements of all reforms of the Moroccan education system. In view of the increasing number of schoolteachers recruited in recent years, coupled with the use of regional employment that has replaced the short experience of contract employment, the issue of teacher training has become even more important, whether it be initial or in-service training, to professionalize the sector. If initial training is carried out in training centers dedicated to this mission, continuing education takes several forms (continuing education cycles, pedagogical meetings, accompaniment...). Our objective was to focus on one of the mechanisms of continuing education adopted in Morocco, namely «coaching and learning by doing». Building on the study and analysis of the quantitative evolution of the number of accompanying teachers and accompanied teachers within the Regional Academy of Education and Training Rabat Salé Kenitra since 2015, and a study conducted via a questionnaire addressed to the teachers concerned, we were able to notice that considerable efforts have been made and a satisfaction among the «accompanied», however, there are still components that need to be developed by the concerned authorities.
Author Keywords: Continuing training, accompaniment, professionalization, educational reform, pedagogical innovation.
Volume 40, Issue 1, July 2023, Pages 29–40
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
Teacher training in Morocco is considered one of the most essential elements of all reforms of the Moroccan education system. In view of the increasing number of schoolteachers recruited in recent years, coupled with the use of regional employment that has replaced the short experience of contract employment, the issue of teacher training has become even more important, whether it be initial or in-service training, to professionalize the sector. If initial training is carried out in training centers dedicated to this mission, continuing education takes several forms (continuing education cycles, pedagogical meetings, accompaniment...). Our objective was to focus on one of the mechanisms of continuing education adopted in Morocco, namely «coaching and learning by doing». Building on the study and analysis of the quantitative evolution of the number of accompanying teachers and accompanied teachers within the Regional Academy of Education and Training Rabat Salé Kenitra since 2015, and a study conducted via a questionnaire addressed to the teachers concerned, we were able to notice that considerable efforts have been made and a satisfaction among the «accompanied», however, there are still components that need to be developed by the concerned authorities.
Author Keywords: Continuing training, accompaniment, professionalization, educational reform, pedagogical innovation.
Abstract: (french)
La formation des professeurs au Maroc est considérée comme un pilier incontournable dans toutes les réformes du système éducatif marocain. Devant le nombre croissant des professeurs de l’enseignement scolaire recrutés ses dernières années et le recours à l’emploi régional qui a remplacé la courte expérience de l’emploi par contrat, le sujet de la formation des professeurs a encore pris de l’ampleur, qu’il s’agisse de la formation initiale ou continue et ce dans un souci de professionnalisation du métier. Si la formation initiale s’effectue dans des centres de formation dédiés à cette mission, la formation continue prend plusieurs formes (cycles de formation continue, rencontres pédagogiques, accompagnement...). Notre objectif était de mettre sous la lumière l’un des mécanismes de formation continue adopté au Maroc, à savoir «l’accompagnement et l’apprentissage par la pratique». A partir de l’étude et l’analyse de l’évolution quantitative des nombres des professeurs accompagnateurs et des professeurs accompagnés au sein de l’Académie Régionale d’Education et de Formation Rabat Salé Kenitra depuis 2015, et d’une étude réalisée via un questionnaire adressé aux professeurs concernés, nous avons pu noter qu’il y a des efforts considérables qui sont déployés et un degré de satisfaction positif chez les « accompagnés«, mais nous avons également relevé des point sur lesquelles les autorités compétentes doivent encore porter plus d’attention.
Author Keywords: Formation continue, accompagnement, professionnalisation, réforme éducative, innovation pédagogique.
How to Cite this Article
Arharbi Rachid and Belhaj Laila, “Accompaniment as a Mechanism for Teachers’ Continuous Traininig in Morocco: Case of the Regional Academy of Education and Training Rabat Salé Kenitra,” International Journal of Innovation and Applied Studies, vol. 40, no. 1, pp. 29–40, July 2023.
