Pedagogical reforms in the initial training of Moroccan teachers: The emergence of a new training paradigm and new concepts
Abstract
In recent decades, all countries in the world, including Morocco, have embarked on far-reaching reforms of their education systems in order to improve performance and efficiency. The initial training of future Moroccan teachers has been the subject of an innovative reform. The Ministry of National Education has chosen the integrative sandwich system as the preferred method of professionalising training. The aim of this training policy was to train competent professionals capable of meeting the many current challenges and putting in place effective practices to respond to the realities of the profession.
The choice of vocational training based on integrative alternation was the preferred strategy of the Moroccan reformists. They wanted to set up a training system capable of meeting all these challenges:
- Strengthening and revitalising initial training,
- Rethink the curriculum,
- Renew the educational architecture,
- Implement new teaching practices,
- Promoting a better match between training and employment.
What are the results of this reform? Have the desired changes been achieved? Have we succeeded in renewing the training of future teachers by putting in place new practices that integrate both academic knowledge and professional action? Have the clinical approach and teachers' reflection on their own practice replaced the juxtaposition and disciplinary approach to teachers' pedagogical practices?
In most cases, the reforms fail to introduce the intended changes. Is this due to the ideas brought about by the reform itself or rather to the lack of preparation on the part of users to implement the desired change? Knowing that every player in the education system can show resistance to change, practitioners have more power than others to block or slow down change. This is also true of the reform aimed at renewing the curriculum.
The success of a reform project depends on collective support for a common project where each member feels involved and where personal challenges are met.
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