Social Science and Human Research Bulletin

This study examines the effectiveness of teacher training programmes in Morocco's Regional Centres for Education and Training Professions (CRMEF) in preparing educators for 21st-century classrooms. The research responds to Morocco's concerning performance in international assessments, with TIMSS 2023 results showing primary students scoring 393 in mathematics and 390 in science, while middle school students scored 378 and 327 respectively. Using a convergent mixed-methods design, we surveyed 384 newly qualified teachers and conducted in-depth interviews with 45 teacher educators across six regions.

Results indicate significant gaps between theoretical preparation and practical classroom demands, with only 42% of new teachers feeling adequately prepared for Morocco's multilingual educational context. While CRMEFs excel in subject-matter knowledge delivery (78% satisfaction), they fall short in preparing teachers for classroom management (38%) and differentiated instruction (35%). Regression analysis revealed that practicum experience quality was the strongest predictor of overall preparedness (β = 0.42, p < 0.001). The study proposes a comprehensive framework for reforming teacher training, emphasising extended practical experience, enhanced mentorship, and better integration of local educational contexts.

Teacher training; CRMEF; Morocco; professional development; educational reform; multilingual education; pedagogical preparation; Vision 2030

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