Beginning teachers of French as a foreign language in the secondary cycle qualifying in Morocco between the theories of training and classroom practices

Abstract

Abstract. Our present paper is part of the description and analysis of class practices of Moroccan beginner teachers of French as a foreign language in the secondary cycle qualifying that lack a theoretical and didactic foundation. As a result, with the aim of improving the quality of teaching/learning of FLE, we will try to deal with the problem of the recourse of a large number of beginner teachers, recruited from the year 2016 on fixed-term contracts, to these class practices. Thus, the use of these is justified of mastering different components of FLE didactics in this cycle because of the lack of training that meets their real needs. In addition, we will describe and interpret, using a quantitative-qualitative approach, the approaches, methods and classroom practices that we were able to identify following a paper questionnaire survey administered to 116 contract teachers whose seniority varies from 1 to 4 years and who work either in the urban or rural sector. The results of our exploratory survey show that the majority of respondents have difficulties in planning lessons and more than half of them have difficulties with didactic transposition when presenting lessons because of the inadequacy of basic training (pre-recruitment training) as well as in-service training, which is seen as a key tool for improving the quality of teaching.