Volume 27, Issue 3, October 2019, Pages 783–792
El Mostafa AMIRI1, Mustapha EL ALAOUI2, Rachid Janati-Idrissi3, Rajae Zerhane4, Mourad Madrane5, and Mohamed Laafou6
1 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
2 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
3 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
4 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
5 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
6 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
Original language: French
Copyright © 2019 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.
To address the problems related to the teaching of life and earth sciences and to develop effective educational activities, the Moroccan Ministry of National Education has selected and trained competent teachers: aggregates in life and earth sciences with both high-level general scientific knowledge and pedagogical and didactic skills evaluated respectively by written and oral tests. The candidates for the Aggregation competition are double: - Official candidates with initial training in the preparation cycle for Aggregation; - Free candidates from universities (Master, DEA, DES, Doctorate), who enter the competition directly without specific prior training. However, this competition is increasingly posing problems for candidates: the overall success rate in this competition is 16.8% among official candidates, but no free candidate was able to succeed even in writing test of this competition. This work aims to clarify the problems and difficulties faced by candidates in the written competition. To do this, we proceeded to a rigorous analysis of the results of the written competition to highlight the jury's recommendations, also to a critical analysis of the preparation programs for this competition to measure their alignments with the specificity of the written subjects of the competition. Thus, we were able to demonstrate, that the consequences of university teaching are palpable on the results of the candidates to the competition of the Aggregation of Life and Earth Sciences.
Author Keywords: life and earth sciences Aggregation Exam, candidates, scientific knowledge, Pedagogical and didactic skills, University’s curriculum.
El Mostafa AMIRI1, Mustapha EL ALAOUI2, Rachid Janati-Idrissi3, Rajae Zerhane4, Mourad Madrane5, and Mohamed Laafou6
1 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
2 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
3 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
4 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
5 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
6 Interdisciplinary Laboratory of Research in Pedagogical Engineering (LIRIP), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tétouan, Morocco
Original language: French
Copyright © 2019 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
To address the problems related to the teaching of life and earth sciences and to develop effective educational activities, the Moroccan Ministry of National Education has selected and trained competent teachers: aggregates in life and earth sciences with both high-level general scientific knowledge and pedagogical and didactic skills evaluated respectively by written and oral tests. The candidates for the Aggregation competition are double: - Official candidates with initial training in the preparation cycle for Aggregation; - Free candidates from universities (Master, DEA, DES, Doctorate), who enter the competition directly without specific prior training. However, this competition is increasingly posing problems for candidates: the overall success rate in this competition is 16.8% among official candidates, but no free candidate was able to succeed even in writing test of this competition. This work aims to clarify the problems and difficulties faced by candidates in the written competition. To do this, we proceeded to a rigorous analysis of the results of the written competition to highlight the jury's recommendations, also to a critical analysis of the preparation programs for this competition to measure their alignments with the specificity of the written subjects of the competition. Thus, we were able to demonstrate, that the consequences of university teaching are palpable on the results of the candidates to the competition of the Aggregation of Life and Earth Sciences.
Author Keywords: life and earth sciences Aggregation Exam, candidates, scientific knowledge, Pedagogical and didactic skills, University’s curriculum.
Abstract: (french)
Afin de résoudre les problèmes auxquels sont confrontés l’enseignement des sciences de la vie et de la terre, le ministère de l’éducation nationale du Maroc a procédé à la formation et à la sélection de professeurs compétents : les agrégés des sciences de la vie et de la terre ayant à la fois des connaissances scientifiques générales de haut niveau et des compétences pédagogique et didactique évaluées respectivement par des épreuves écrites et orales. Les candidats au concours d’Agrégation sont doubles : - Des candidats officiels ayant suivi une formation initiale dans le cycle de préparation à l’Agrégation ; - Des candidats libres, issus des universités (titulaires de Master, DEA, DES, Doctorat), qui se présentent directement au concours sans formation initiale. Toutefois, ce concours pose des problèmes surtout pour les candidats libres : le pourcentage global de réussite dans ce concours est de 16,8% chez les candidats officiels mais aucun candidat libre n’a pu réussir même à l’écrit de ce concours au Maroc en 1991. Ce travail vise à clarifier les difficultés auxquelles sont confrontés les candidats à l’écrit du concours. Pour ce faire, nous avons procédé à : - Une analyse des résultats de l’écrit du concours, à travers une lecture rigoureuse des rapports du Jury, pour souligner les recommandations du jury ; - Une analyse des cursus universitaires, support de préparation des candidats à ce concours, pour mesurer leurs alignements avec la spécificité des sujets de l’écrit du concours. Ainsi, nous avons pu démontrer, que les conséquences des enseignements universitaires sont palpables sur les résultats des candidats à ce concours.
Author Keywords: Concours d’Agrégation des SVT, Candidats, Connaissances scientifiques, Compétences pédagogique et didactique, cursus universitaire.
How to Cite this Article
El Mostafa AMIRI, Mustapha EL ALAOUI, Rachid Janati-Idrissi, Rajae Zerhane, Mourad Madrane, and Mohamed Laafou, “Le concours de l’Agrégation des sciences de la vie et de la terre au Maroc : Analyse des résultats et des programmes de préparation en vigueur,” International Journal of Innovation and Applied Studies, vol. 27, no. 3, pp. 783–792, October 2019.
