Aziz Ouladhadda | École Normale Supérieure (original) (raw)
Uploads
Papers by Aziz Ouladhadda
Teacher Training Dynamics: Positive and Negative Interdependence in Moroccan Training Centers, 2024
This study explores the dynamics of competition and collaboration among trainee teachers at the C... more This study explores the dynamics of competition and collaboration among trainee teachers at the Centres Régionaux des Métiers de l'Éducation et de la Formation (CRMEF) in Morocco. Given the increasing precarity in teacher training centers and the heightened emphasis on effectiveness and academic excellence, the research examines how these factors shape trainees' learning environment and professional development. Using Social Interdependence Theory, the study assesses how varying levels of competition and collaboration impact trainees' attitudes, behaviors, and overall performance, offering insights into their educational experiences and outcomes. The study employed an exploratory sequential design, beginning with data from two focus group discussions to develop a survey, which was then administered to 157 participants from three regional academies. The findings reveal high levels of competition at the CRMEF, contributing to increased stress and reduced teamwork effectiveness. However, trainees demonstrate strong collaboration in group tasks while displaying competitive behaviors during individual tasks. The study suggests that team-based assessments could mitigate the negative impacts of competition and enhance collaborative efforts.
Zenodo (CERN European Organization for Nuclear Research), Jul 24, 2022
This paper is concerned with values education in pre-service teacher training programs in Morocco... more This paper is concerned with values education in pre-service teacher training programs in Morocco. Three institutions were chosen for the study: the Faculty of Education (FSE), EcoleNormaleSupérieure (ENS), and the Faculty of Letters and Human Sciences (FLSH). They are all affiliated to Mohamed V University in Rabat, and they host BA education tracks aiming at providing students with theoretical and practical background to prepare them for all professional challenges which relate to teaching in Moroccan schools. The study adopted an exploratory sequential design. Qualitative analysis of official documents that frame the philosophy of education in Morocco and semi-structured interviews with 5 semester 6 students or graduates were followed by collecting numerical data via a 30 items questionnaire to compare the findings and check for generalizability and transferability. While the results confirmed previous research regarding the high priority given to values education in Morocco, qualitative and quantitative data revealed that this is not explicitly echoed in the teacher training programs of the aforementioned institutions. Though these emphasize both theoretical and some practical aspects, contents related to values education is rare. The paper argues that (i) quality tertiary education should be holistic by including all the skills that graduates will need at the work place, and that (ii) good teacher training, when combining theoretical and practical knowledge, could minimize negative values-related phenomena observed in Moroccan schools.
This study explores the effectiveness of AraRead, a mobile application, designed to improve Arabi... more This study explores the effectiveness of AraRead, a mobile application, designed to improve Arabic reading skills among children with dyslexia in Moroccan primary schools. The research aimed to investigate the impact of this application on reading ability and student motivation. Employing a pre-test/post-test design, the study involved 36 participants who used the application over a period of seven weeks. The findings validate previous research conducted in other contexts, demonstrating that such digital tools can significantly aid children with dyslexia in enhancing their reading skills. Additionally, the study revealed that AraRead not only improves reading proficiency but also increases motivation and fosters self-directed learning among learners. These results highlight the significant efficacy of mobile applications in overcoming learning challenges and enhancing student motivation, offering valuable insights for incorporating technology into educational practices specifically for children with dyslexia.
International Journal of Language and Literary Studies
This present research delves into the subjective experiences of EFL high school teachers in Moroc... more This present research delves into the subjective experiences of EFL high school teachers in Morocco, elucidating their daily encounters with disruptive and anti-social behaviors and the coping mechanisms they employ. Conducted within the theoretical framework of structural functionalism, the study aims at measuring the extent to which schools as socialization institutions serve their designated social roles. A phenomenological methodology is employed, allowing five high school teachers to freely share and reflect on their lived experiences with regard to the topic under investigation. Semi-structured interviews were used to collect the data, which offered ample freedom for informants to voice their perceptions, feelings, sufferings, and to suggest practical solutions. From the testimonies of participants, three primary themes emerged. First, the Moroccan school is now embarking on undeclared roles pertaining to security and social order rather than to education. Second, the immense ...
Teacher Training Dynamics: Positive and Negative Interdependence in Moroccan Training Centers, 2024
This study explores the dynamics of competition and collaboration among trainee teachers at the C... more This study explores the dynamics of competition and collaboration among trainee teachers at the Centres Régionaux des Métiers de l'Éducation et de la Formation (CRMEF) in Morocco. Given the increasing precarity in teacher training centers and the heightened emphasis on effectiveness and academic excellence, the research examines how these factors shape trainees' learning environment and professional development. Using Social Interdependence Theory, the study assesses how varying levels of competition and collaboration impact trainees' attitudes, behaviors, and overall performance, offering insights into their educational experiences and outcomes. The study employed an exploratory sequential design, beginning with data from two focus group discussions to develop a survey, which was then administered to 157 participants from three regional academies. The findings reveal high levels of competition at the CRMEF, contributing to increased stress and reduced teamwork effectiveness. However, trainees demonstrate strong collaboration in group tasks while displaying competitive behaviors during individual tasks. The study suggests that team-based assessments could mitigate the negative impacts of competition and enhance collaborative efforts.
Zenodo (CERN European Organization for Nuclear Research), Jul 24, 2022
This paper is concerned with values education in pre-service teacher training programs in Morocco... more This paper is concerned with values education in pre-service teacher training programs in Morocco. Three institutions were chosen for the study: the Faculty of Education (FSE), EcoleNormaleSupérieure (ENS), and the Faculty of Letters and Human Sciences (FLSH). They are all affiliated to Mohamed V University in Rabat, and they host BA education tracks aiming at providing students with theoretical and practical background to prepare them for all professional challenges which relate to teaching in Moroccan schools. The study adopted an exploratory sequential design. Qualitative analysis of official documents that frame the philosophy of education in Morocco and semi-structured interviews with 5 semester 6 students or graduates were followed by collecting numerical data via a 30 items questionnaire to compare the findings and check for generalizability and transferability. While the results confirmed previous research regarding the high priority given to values education in Morocco, qualitative and quantitative data revealed that this is not explicitly echoed in the teacher training programs of the aforementioned institutions. Though these emphasize both theoretical and some practical aspects, contents related to values education is rare. The paper argues that (i) quality tertiary education should be holistic by including all the skills that graduates will need at the work place, and that (ii) good teacher training, when combining theoretical and practical knowledge, could minimize negative values-related phenomena observed in Moroccan schools.
This study explores the effectiveness of AraRead, a mobile application, designed to improve Arabi... more This study explores the effectiveness of AraRead, a mobile application, designed to improve Arabic reading skills among children with dyslexia in Moroccan primary schools. The research aimed to investigate the impact of this application on reading ability and student motivation. Employing a pre-test/post-test design, the study involved 36 participants who used the application over a period of seven weeks. The findings validate previous research conducted in other contexts, demonstrating that such digital tools can significantly aid children with dyslexia in enhancing their reading skills. Additionally, the study revealed that AraRead not only improves reading proficiency but also increases motivation and fosters self-directed learning among learners. These results highlight the significant efficacy of mobile applications in overcoming learning challenges and enhancing student motivation, offering valuable insights for incorporating technology into educational practices specifically for children with dyslexia.
International Journal of Language and Literary Studies
This present research delves into the subjective experiences of EFL high school teachers in Moroc... more This present research delves into the subjective experiences of EFL high school teachers in Morocco, elucidating their daily encounters with disruptive and anti-social behaviors and the coping mechanisms they employ. Conducted within the theoretical framework of structural functionalism, the study aims at measuring the extent to which schools as socialization institutions serve their designated social roles. A phenomenological methodology is employed, allowing five high school teachers to freely share and reflect on their lived experiences with regard to the topic under investigation. Semi-structured interviews were used to collect the data, which offered ample freedom for informants to voice their perceptions, feelings, sufferings, and to suggest practical solutions. From the testimonies of participants, three primary themes emerged. First, the Moroccan school is now embarking on undeclared roles pertaining to security and social order rather than to education. Second, the immense ...