Les Obstacles Qui Entravent L’application De L’approche Par Compétences Par Les Enseignants Du Secondaire Qualifiant

Current educational research is almost unanimous on the fundamental role of the competence approach (CA) for effective learning. In fact, on one hand it promotes a better learning, on the other hand it guarantees less stressful conditions for teachers. To be part of this movement, the Moroccan education system adopted this approach since 2000. Since the implementation of this approach can not succeed without the full support of the faculty, where the questions on the origin of this work: have the teachers adopted this approach, as it actually applied, what are their representations on it. To provide some answers to these questions, we have developed a questionnaire that we sent to the 300 teachers of the Secondary Qualifying cycle of several institutions of the Regional Academy of Education and Training of Fes-Boulemane in Morocco. Analysis of this questionnaire using the SPSS software shows that the main obstacles to the application of CA are four. The first obstacle is the low level of the students, the second obstacle is the overload of the programs the third obstacle is the high number of pupils in the classes and the fourth obstacle is the lack of training of the teachers in the CA. Almost half of teachers report that the objectives of applying the competencybased approach are not being met. Hence the need, to operationalize this approach, to act at all levels namely learners, teachers and curricula

L’adoption de l’approche par compétence par les enseignants

L’approche par compétence « APC » est considérée comme l’une des approches pédagogiques les plus appropriées pour un apprentissage efficace. Cependant, bien qu’elle soit de plus en plus recommandée par le système éducatif marocain, on constate une réticence de son application. La finalité de ce travail est d’approcher les représentations des enseignants sur l’APC et cela afin d’apprécier leur degré d’implication dans sa mise en œuvre dans le système éducatif marocain. Ainsi, nous avons élaboré un questionnaire. La collecte d’informations, au moyen de ce questionnaire, a été faite auprès de 300 professeurs du cycle secondaire exerçant dans l’Académie Régionale d’Éducation et de Formation AREF Fès-Boulemane et le nombre des réponses reçu n’est que 115 seulement. Les données obtenues mettent en évidence un taux significatif d’application de cette approche dans plusieurs établissements d’enseignement. Les causes présentées de la non adoption de cette approche par quelques enseignants peuvent être catégorisés en plusieurs rangs : les conditions de travail, le manque de formation (initiale ou continue), conditions socioculturelles. La réussite de l’enseignement dépend étroitement du développement des ressources humaines de l’éducation et de la formation, qui commence par un perfectionnement de la formation initiale dans des centres de formation des enseignants, continue par l’autoformation et se poursuit par les formations continues

Evaluation of the Analysis of Classroom Practices of Future Moroccan Teachers

The Moroccan education system has undergone several reforms, the latest reform aimed at improving the qualifying training of future teachers by integrating the basis of the teaching profession professionalization; which requires the development of professional competencies. In fact, the future teacher must learn to take a critical look at his classroom practices, to describe his professional gestures and to analyze his teaching practices in order to assess their efficiency. However we can ask the following question: is the future teacher trained in such a way able to question his classroom practices constantly? To answer this question, we developed an analysis grid of teaching practices, which was addressed to primary school trainees, within the city's Regional Center of Education and Training Professions of Fez in Morocco, in order to analyze the teaching practices of a future teacher in full action by peers, this analysis is made based on viewing a video capsule. The processing of the data collected from the grid revealed that the majority of these future teachers have not been able to acquire the capacity to analyze these teaching practices in an efficient manner. The use of the analytical grid has been of crucial importance in determining the profile of future teachers capable of competently exercising their teaching profession

Evaluation of the Analysis of Classroom Practices of Future Moroccan Teachers

The Moroccan education system has undergone several reforms, the latest reform aimed at improving the qualifying training of future teachers by integrating the basis of the teaching profession professionalization; which requires the development of professional competencies. In fact, the future teacher must learn to take a critical look at his classroom practices, to describe his professional gestures and to analyze his teaching practices in order to assess their efficiency. However we can ask the following question: is the future teacher trained in such a way able to question his classroom practices constantly? To answer this question, we developed an analysis grid of teaching practices, which was addressed to primary school trainees, within the city's Regional Center of Education and Training Professions of Fez in Morocco, in order to analyze the teaching practices of a future teacher in full action by peers, this analysis is made based on viewing a video capsule. The processing of the data collected from the grid revealed that the majority of these future teachers have not been able to acquire the capacity to analyze these teaching practices in an efficient manner. The use of the analytical grid has been of crucial importance in determining the profile of future teachers capable of competently exercising their teaching profession