Evaluation of the analysis of classroom practices of future moroccan teachers

Abstract

The Moroccan education system has undergone several reforms, the most recent of which aims to improve the training of future teachers by integrating the foundations of the professionalization of the teaching profession, which requires the development of professional skills. Indeed, future teachers must learn to take a critical look at their classroom practices, to describe their professional gestures and to analyze their teaching practices in order to evaluate their effectiveness. However, one may ask the following question: Is the future teacher trained in such a way as to be able to constantly question his or her classroom practices? To answer this question, we developed an analysis grid of pedagogical practices, which was addressed to primary school trainees at the Regional Center for Education and Training Professions in the city of Fez, Morocco. In order to analyze the pedagogical practices of a future teacher in full action by his peers, this analysis is made from the viewing of a video capsule. The processing of the data collected from the grid revealed that the majority of these future teachers were not able to acquire the capacity to analyze these pedagogical practices in an effective way. The use of the analytical grid was of crucial importance in determining the profile of future teachers able to competently practice their profession.