The use of TIC in teachers training in Morocco: documentary analysis of educational reforms

Abstract

The epidemiological context of Covid 19 as well as deep mutations raised by universal technologies and particularly with education, including educational systems to be more aware of the digital sphere that envelops the pedagogy. The challenge can be seen in the qualification of pedagogical actors.

In Morocco, the 2015-2030 strategic vision present information and communication technologies as likely to renovate not only teaching/ learning practices, but also the teacher training.

This article aims to highlight the interest granted to the use of ICTS in the teaching/learning process and describing the strategy explicit by the ministry of Moroccan education, which is the use of ICT “Tool and content” in teacher’s training.

To do this, we support a documentary analysis of educational reforms and reports that are arising « of the national charter of education and training in the framework 51-17 ». It appears that the use of ICTs gives the learners to investigate and innovate teaching practices. However, the success of this site is conditioned by the qualification of educational actors in digital pedagogy.

« The challenge undertaken by the Moroccan Ministry of Education on ICT use in the educational environment is refuge in the national charter of Education and training 1999. The framework 51-17 » project 0 and project 12 have been tangible by the launch of E-Takwin platform on June 2022, which has been dedicated to the development of professional skills of Moroccan teachers.

Keywords : Technologies, digital pedagogy, teacher qualification, teaching/learning.

JEL Classification : I20, E24, O15

Paper type : Theoretical Research