Savoirs professionnels à la base de l’enseignement au Maroc. Cas de l’analyse des pratiques professionnelles

Abstract

This paper analyses the process of professionalization and universityzation of teacher training in Morocco, based on professional knowledge from the initial university training programmes and the professional training schemes at the regional centres for education and training (CRMEF). The typology of Tardif and Borges allows us to analyse and compare the areas of formal and informal knowledge in the knowledge base that teachers should acquire during initial and professional training. While the initial training programme is devoted to theoretical, disciplinary and didactic knowledge, professional training is carried out in an alternating system based on the practice-theory-practice paradigm, of which the analysis of professional practice (APP) is considered a fundamental informal professional knowledge. The general elements, stages, situations, and professional practices, including actual practice, were discussed by proposing how a APP session takes place.