Reforms and Realities of Continuing Education in Morocco: Perceptions and Expectations of Teacher-Researchers

Abstract

This article examines the continuing education of teacher-researchers in Moroccan higher education, with a specific focus on the Faculty of Education Sciences in Rabat. The objective is to understand how these professionals perceive and experience this training and to assess its impact on their pedagogical and scientific practices. We conducted a quantitative survey using a questionnaire administered to a sample of 100 teacher-researchers, complemented by qualitative interviews with institutional officials. This mixed-method approach allowed us to test several hypotheses, including the inadequacy of current continuing education policies in meeting teachers' real needs.

The results indicate that the majority of teacher-researchers recognize the importance of continuing education to remain current in a constantly evolving academic environment. However, they express dissatisfaction with the available training, deemed too irregular and poorly adapted. Among the most frequently mentioned needs are distance learning, the use of new technologies, and scientific publication, with a strong desire for more access to English-language training, essential for international visibility.

The study is limited by the sample size and its restriction to a single faculty, which narrows the scope of its conclusions. Despite this, it offers concrete pathways to improve continuing education in Moroccan higher education, with recommendations for more frequent and better-tailored programs to meet current needs.

Ultimately, this research makes an original contribution by addressing an often-overlooked topic and proposing solutions to enhance the relevance and impact of continuing education in the Moroccan academic context.

Keywords: Continuing education, teacher-researchers, pedagogy, educational technologies, Morocco.
JEL Classification: I23 - 120 M53
Article type: Empirical Research