Determining Role of Professional Teacher Trainings to Promote the Pedagogical Digital Competencies in the Moroccan Higher Education: Tools, Objectives and Challenges
The field of education is facing rapid change at all levels, which requires more technological and digital competencies for teachers and educators to cope effectively with this change. The availability of digital technologies and applications -in particular ICTs- demands from educators to develop their digital competencies. In fact being digitally competent for an educator is related to the acquisition of specific digital skills to support the development of the pedagogical contents. This paper focuses on how to identify the necessary competencies needed in the teachers’ professional development and to highlight the tools and the obstacles for teaching digitally in the Moroccan higher education. Therefore, digital competencies have become a prerequisite standard, because of the new educational reform in the Moroccan education system. The new teacher’s roles are leading towards new paradigms and new practices. Consequently, most of the training programs in Morocco tend to move from professional development of teachers to enduring change in their attitudes and perceptions. However, many of the puzzles parts are uncompleted within the lack of technological and digital update of the teachers’ competencies. The study reveals a number of factors that boost or hinder the use of ICT in language classes. In addition, the results highlight the role of teachers’ digital competences in developing new teaching pedagogies, and suggests that teachers' updated skills about teaching with ICT are central to achieve positive renovation.
Keywords - Digital Competence, ICT, Professional Development, Pedagogical Innovation