Evaluation of the Qualifying Training of New Teachers of Mathematics: Case of the Training of the CRMEF of Settat-Morocco

Soumia  Tamani; Said  Abouhanifa; Zahra  Amad; Elmostafa  Elkhouzai; Mohamed  Radid

doi:10.36941/jesr-2021-0117

Authors

Soumia Tamani Hassan First University of Settat, Faculty of Sciences and Techniques, Computer, Networks, Mobility and Modeling Laboratory: IR2M, 26000 - Settat, Morocco
Said Abouhanifa Hassan First University of Settat, Faculty of Sciences and Techniques, Computer, Networks, Mobility and Modeling Laboratory: IR2M, 26000 - Settat, Morocco
Zahra Amad Hassan II Casablanca University, Faculty of Sciences Ben M’sik, Laboratory of Chemistry and Physics of Materials, 50069 Casablanca, Morocco
Elmostafa Elkhouzai Hassan First University of Settat, Faculty of Sciences and Techniques, Computer, Networks, Mobility and Modeling Laboratory: IR2M, 26000 - Settat, Morocco
Mohamed Radid Hassan II Casablanca University, Faculty of Sciences Ben M’sik, Laboratory of Chemistry and Physics of Materials, 50069 Casablanca, Morocco

DOI:

https://doi.org/10.36941/jesr-2021-0117

Keywords:

Qualifying training, training evaluation, teacher-trainees, Kirkpatrick

Abstract

This research aims to measure the impact of training on the professional qualification of teacher-trainees in all the specifications, behaviors, skills and professional competence corresponding to the practice of the teaching profession by deploying the Kirkpatrick model. To do this, we sent a questionnaire to the mathematics teacher-trainees who benefited from the qualifying training in CRMEF-Settat (Promotion 2019). We, subsequently, conducted an interview with the majority of their trainers. This study allowed us to detect dysfunctions: At the organizational level: Mismatch between the specialty of the diploma obtained by the trainee teachers (physics, chemistry, computer science) and the subject they will be teaching (Mathematics), Lack of an adequate structure at the CRMEF likely to take care of the management and implementation of the MSP (the practical situations) and Insufficient time training. And at the educational level: Insufficient communication between trainers and teacher-trainees, and Lack of support for these teachers in internship places during the MSP period.

Received: 19 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021