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

Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom

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