Training professional teachers
This article presents the main aspects of a training system developed to improve the educational training already offered to future secondary-level teachers of chemistry and physics of the Superior Teachers School in Casablanca, Morocco. The training developed in this school was then implemented on a national scale. The experiment discussed in this article brings out the affinity between the Moroccan approach and the Quebec approach with regard to teacher training and illustrates how similar interests can take root in a different context. The process of developing an educational training system unfolded in three phases. First, we made a diagnosis of the situation based on an analysis of the practices of teachers in training and graduate teachers, in reference to the model proposed by Donnay and Charlier (1990). Then, we analyzed the links between their practice and the training they received. Finally, based on observations, we identified the competencies to develop in future teachers and designed a training system that targets the acquisition of these professional competencies.
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