TY  - JOUR
T1  - Teacher Training Systems in Two Countries (France and Morocco): Comparative study of Professionalization Models and Their Challenges
AU  - Moncef, Barzane
AU  - Soukaına, Essaleh
AU  - Mustapha, Ourahay
AU  - Salaheddıne, Khzami
PY  - 2020
DA  - December
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 97
EP  - 99
VL  - 18
LA  - en
AB  - Teacher training is still a problematic subject in projects to reform education systems. Through the quest for quality education, it has experienced major changes in different contexts in connection with the process of "professionalization". The different mechanisms of this training must allow teachers to acquire disciplinary knowledge and develop skills in order to be able to build quality teaching and learning. In addition, there seems to be a relationship between the effectiveness of the teacher and the level of quality of his training. Study results have revealed particularly poor performance levels among students whose teachers are characterized by “poor quality education and uncontrolled knowledge in the subjects they teach” (Bidjang, S. G. , 2005). In other words: the effectiveness of teaching depends at least to a significant extent on what "the teachers bring". Morocco in the last reform took up professionalization and universitarization as new approaches to teacher training. However, despite the progress recorded in terms of educational training provision, the reform has not been accompanied through strategic measures. Training in Morocco appears to suffer from a number of shortcomings. The objective of the study is to discover, thanks to the comparison of two training systems (France and Morocco) if there are characteristics which would allow us to understand the relative "advantages" of one system compared to another, and to what extent such a comparison would help us improve Morocco's. The country in question are considered to have the best performing education systems globally. This involves carrying out a comparative documentary study, that is to say analyzing existing documents on teacher training systems by comparing them in the mentioned context.
KW  - knowledge and skills
KW  - effectiveness of teaching
KW  - professionalization
CR  - Bidjang, S. G. (2005). Description du niveau de maîtrise des compétences professionnelles des stagiaires finissants en enseignement au Québec. Thèse de doctorat. Québec: Université Laval.
CR  - Bidjang, S. G., Gauthier, C., Mellouki, M. et Desbiens, J.-F. (2005). Les finissants en enseignement sont-ils compétents? Une enquête québécoise. Québec: PUL.
CR  - Carlgren, I., & Klette, K. (2008). Reconstructions of Nordic Teachers: Reform policies and teachersʼ work during the 1990s. Scandinavian Journal of Educational Research, 52(2), 117-133. doi: 10.1080/00313830801915754.
CR  - Crocker, R. & Dibbon, D. (2008). Teacher Education in Canada. A Baseline Study. Canada: Society for the Advancement of Excellence in Education
UR  - https://dergipark.org.tr/en/pub/epess/issue//834424
L1  - https://dergipark.org.tr/en/download/article-file/1425921
ER  -