An In-Service Teacher Training Model as a Basis for an Effective Integration of ICT in Education in Morocco

Lmortaji Hajar

Abstract


This article presents a descriptive study of the in-service Teacher training program that aims at integrating ICT in the Moroccan education system, which is one of the missions of the GENIE program - Generalization of Information and Communication Technologies in Education, led by the Moroccan Ministry of National Education, Preschool and Sports. The main objective of this work is to assess the in-service teachers training and highlight its contribution in the process of integrating ICT in the Moroccan education system, as well as the limitations and challenges of its implementation in the absence of any reliable and outstanding benchmarks. The study is conducted within a mixed approach for the data collection based on a survey, a focus group and a documents analysis.

Keywords


In-service Teacher training, ICT, Education, GENIE, ICT integration, Moroccoher Training, ICT Integration in Education

Full Text:

PDF

References


Becuwe, H., Pareja Roblin, N., Tondeur, J., Thys, J., Castelein, E., & Voogt, J. (2017). Conditions of the successful implementation of teacher education design teams for ICT integration: A Delphy study. Australian Journal of Educational Technology, 33(2). doi: https://doi.org/10.14742/ajet.2789

Ministère de l’Education Nationale, de l’Enseignement Supérieur et de la Recherche Scientifique (février 2014). Bilan du programme GENIE, 2006-2013, Royaume du Maroc. Ministère de l'éducation nationale, de la formation professionnelle, de l'enseignement supérieur le la recherche scientifique. Retrieved: January15th, 2023.

Commission Spéciale Education Formation. (Octobre 1999). Charte Nationale d’Education et de Formation. https://www.mcinet.gov.ma/sites/default/files/documentation%20iscae%20rabat%202018.pdf

Retrieved: January15th, 2023.

Conseil Supérieur de l’Education, de la Formation Professionnelle et de la Recherche Scientifique. (Edition 2014). La mise en œuvre de la charte nationale d’éducation et de formation 2000-2013 Acquis, déficits et défis. https://www.csefrs.ma/publications/charte-nationale-deducation-et-de-formation/?lang=fr

Retrieved: January15th, 2023.

Conseil Supérieur de l'Education, de la Formation et de la Recherche Scientifique. (Edition 2018). Rapport annuel : Bilan et perspectives de l’action du conseil. https://www.csefrs.ma/wp-content/uploads/2019/07/rapport-annuel-2018-fr.pdf

Retrieved: January15th, 2023.

UNESCO Institute for Statistics. Quebec. Canada. (2009).Guide to measuring information and communication technologies in education.Technical Paper 2. https://uis.unesco.org/sites/default/files/documents/guide-to-measuring-information-and-communication-technologies-ict-in-education-en_0.pdf

Instance Nationale d’Évaluation. Rapport sectoriel. (2014-2016-2018).

https://www.CSEFRS.ma/études-et-publications. Retrieved January15th, 2023.

Kivirand, T., Leijen, A., Lepp, T., & Tammemäe, T. (2021) Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants, Educ. Sci. 2021, 11(4), 166; https://doi.org/10.3390/educsci11040166

Ministère de l'Éducation Nationale, de l’Enseignement Supérieur et de la Recherche Scientifique. (Mai 2011). Programme d’urgence de la réforme du système éducatif marocain (2009-2012). https://planipolis.iiep.unesco.org/sites/default/files/ressources/morocco_programme_urgence_bilan_miparcours.pdf

Retrieved January15th, 2023.

Pelgrum, Willem J. Law, Nancy. (2003). Les TIC et l'éducation dans le monde : tendances, enjeux et perspectives (UNESCO). https://unesdoc.unesco.org/ark:/48223/pf0000136281_fre/PDF/136281fre.pdf.multi

Retrieved January15th, 2023.

PDP TICE. Guide du formateur. (2013). http://www.taalimtice.ma

Retrieved January15th, 2023.

Programme GENIE. (Juin 2008). Rapport sur l’Analyse des besoins et des priorités en matière de ressources pédagogiques numériques. http://www.taalimtice.ma

Retrieved January15th, 2023.

UNESCO. (2018). ICT Competency Framework for Teachers. Version 3. https://unesdoc.unesco.org/ark:/48223/pf0000265721

Retrieved January15th, 2023.




DOI: http://dx.doi.org/10.4301/S1807-1775202421003%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20S1807-1775202421003

Copyright (c) 2024

Licensed under