Teacher training in Morocco between universitarisation and professionalization: analysis of the formal teaching knowledge base

• Autor(a) principal: Ouasri, Ali
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: fra; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55553
• topic: Teacher training; program; training system; professional knowledge; teaching knowledge base; professionalization; university education; formation à l’enseignement; programme; dispositif de formation; savoir professionnel; base de connaissance en enseignement; professionnalisation; universitarisation.; formation à l’enseignement; programme; dispositif de formation; savoir professionnel; base de connaissance en enseignement; professionnalisation; universitarisation.

The objective of this study is to identify, from a comparative perspective, how the choices of professionalization and universitarisation of teacher training have been translated into the programs of Initial University Training and into vocational training systems, adopted at the Regional Centers of Education and Training (RCET). By adopting the typology of Tardif and Borges (2009), we analyzed and compared the formal knowledge domains to the teaching knowledge base present in the training programs, which teachers should acquire during initial training, and then professional training. As a result, 95% of the initial training program is devoted to academic studies and only 5% is reserved for vocational training. While professional training at RCET takes place according to a modular system (40%) alternating with practice (60%) according to the practical-theoretical-practical paradigm. The processes of professionalization and universitarisation of teacher training according to the Moroccan model evolve independently of each other in the absence of harmony, coherence, and complementarities, between the professional knowledge relating to the training systems adopted in RCET, and training programs offered at the university. This is an organizational, pedagogical and professional problem that can only be resolved by the affiliation of RCET to universities in order to ensure consistency, articulation and complementarities between university education and professionalization in respect of on the one hand the provisions of the national charter (2000) and the framework law (2019), and on the other hand the Bologna declaration (1999).