Design of a training device based on integrative alternation teachers while harnessing artificial intelligence

Abstract

The Moroccan education system has embarked on a supposedly innovative reform, it has been decided to renovate the initial training curricula and to diversify the skills of the training actors, based on a new definition of training processes. The Ministry of Education has opted for the establishment of a training system based on integrative training by investing in digital culture and artificial intelligence. For this purpose and through this study, however modest it is, we want to know the results of this experiment, to check the validity of this device and its implementation on a practical level. What is the prevalence of integrative alternation as an approach to professionalization of training? What is its added value in the initial training curriculum for future secondary school teachers? Have actors assimilated retrospective alternation as a promising concept that encourages change at both the conceptual and practical levels? Are the conditions for achieving this new form of thinking about training really required? Have they generated new training practices? Have they encouraged trainees to mobilize their resources through processes of reflexivity and conscious metacognition?