Teacher Training Systems in Three Countries (Finland, France and Morocco): Comparative Study of Professionalization Models and Their Challenges
Journal Title: International Journal of Higher Education Pedagogies - Year 2020, Vol 1, Issue 1
Abstract
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 âpoor quality education and uncontrolled knowledge in the subjects they teachâ (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 three training systems (Finland , 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 analysing existing documents on teacher training systems by comparing them in the mentioned context.
Authors and Affiliations
Moncef Barzane,Soukaina Essalih,Mustapha Ourahay,Salaheddine Khzami,
Keywords
Related Articles
- EP ID EP745485
- DOI https://doi.org/10.33422/ijhep.v1i1.2
- Views 68
- Downloads 0
Learning Sequence “Learning | Growing | Working”: A Helpful Approach to Facilitate the Entry into the IT Faculty
Virtual teams and digital collaborative work have become an integral part of modern university teaching. The demand for suitable methods for group formation in virtual formats has increased, not least due to Covid-19. Ev...
Assessment Effectiveness and Anxiety: Students´ Perception
Traditional methods of assessing university students' speaking and writing abilities, especially those in creative design fields, can be perceived both impractical and monotonous. This study aims to show college students...
The Integrating Formative Assessment in Hybrid Pedagogy in Higher Education: From Theory to Practice
Educational policies on teaching, learning, and assessment have been reexamined and redefined under the influence of emerging theories and research findings, as well as various political, cultural, and social changes, pa...
Blended Learning Approach in UAE Higher Education: A Selected Annotated Bibliography
In the present time, the required value of education can be achieved only by changing the parameters related to technology use and transforming a classroom into a student-centered that meets different students' needs and...
An Analysis on Students’ Thinking Complexity through Their Writing in a General Education Course
To understand and evaluate students’ thinking habits and abilities, as well as to assess the effectiveness of the course, a Narrative Qualitative Analysis (NQA) was conducted to study students’ writing assignments submit...