The perceptions of Moroccan trainee teachers regarding the gender approach and its implementation in the classroom Mohammed Abid, Mostafa Bouali, Bouchra El Andaloussi, Said Messaoud Frontiers in Education, 2025 This study examines the perception of teachers in initial training teachers regarding the gender approach and its application in their pedagogical practices. The main research question and the secondary questions explore several aspects: teachers’ representations of the gender approach, their level of knowledge of this approach, their attitude toward gender equality, and the influence of gender and the subject taught on their teaching approaches. The study used a descriptive-analytical method with a sample of 196 trainee teachers (73% women, 27% men) from various disciplines and from the Regional Centers for Education and Training Professions of Rabat and Khénifra, Morocco, during the 2023/2024 training year. Data was collected using scale with six Likert levels, which evaluates teachers’ effectiveness in terms of gender knowledge, implementation of gender-sensitive pedagogical methods, and development of equality attitudes. The first axis focused on the knowledge and awareness of gender among trainee teachers and revealed that this element is above the “Somewhat Agree” level for the majority of participants. The same result, slightly lower, is noted for axes 2 and 3; which suggests that the trainee teachers in the sample are in the process of developing their representations and their own views on gender issues. Therefore, verifying the initial hypothesis regarding gender awareness and knowledge shows that the goal is not fully achieved. To strengthen the achievements of teachers, whether trainees or certified, continuous training remains the most effective means in this regard. Similarly, initial training should place more emphasis on the gender approach, especially in modules where this theme can be freely addressed, such as legislation and ethics, school life, and research methodology.
NEW DIGITAL LEARNING MODEL FOR SRL-ORIENTED INSTRUCTIONAL DESIGN AND FLEXIBILITY International Journal on Technical and Physical Problems of Engineering, 2024
INFLUENCE OF SIMULATION IN FLIPPED TEACHING MODEL ON LEARNERS PERFORMANCE IN ELECTROLYSIS INSTRUCTION International Journal on Technical and Physical Problems of Engineering, 2024
IMPACT OF USING MATHEMATICS LEARNING SOFTWARE ON PUPILS PROBLEM SOLVING AND CONVERTING SEMIOTIC REGISTERS OF NUMERICAL FUNCTIONS International Journal on Technical and Physical Problems of Engineering, 2024
DIFFICULTIES IN PROBLEM SOLVING AND UNDERSTANDING SEMIOTIC REGISTERS OF NUMERICAL FUNCTIONS CONCEPTS International Journal on Technical and Physical Problems of Engineering, 2024
PHYSICAL SCIENCE TEACHERS VIEWPOINTS ON SRPCM TEACHING AND LEARNING MODEL International Journal on Technical and Physical Problems of Engineering, 2024
EFFECT OF A NEW TEACHING MODEL USING COMPUTER SIMULATIONS ON PUPILS CHEMISTRY KNOWLEDGE AND SKILLS: A CASE STUDY International Journal on Technical and Physical Problems of Engineering, 2023
Implementation of a new Continuing Training Framework in Physics Didactics: Perspectives and Recommendations Mohammed Rabih Raissouni, Khalid Mahdi, Mohammed Abid, Adanan Souri, Kenza Raissouni Russian Psychological Journal, 2023 Introduction. This study aims to evaluate the effect of continuous training of physics teachers, which was realized within the context of the cooperation between the Moroccan Government and the Government of the United States of America, and which aims, among other objectives, to reinforce the competences and the professionalization of the teachers. Methods. The research study group was composed of 62 teachers of physics from high and middle schools. The training lasted 5 days and included face-to-face lessons on the central concepts of physics and chemistry didactics and one of the active methods, namely inquiry-based learning. The analysis of a survey delivered online after three months of the mentioned training, aims at showing the impact of this kind of continuous training on the beneficiaries' classroom practices and the obstacles encountered. Results. The results indicate that this continuous training could not considerably change their classroom practices, due to administrative, didactic and working conditions problems. Discussion. Despite the aim of the training course, which was to encourage participants to change their approach in the classroom to adopt learner-centred practices, the results had only a limited impact. Consequently, it becomes crucial to consider the obstacles uncovered by this study as essential factors for improving the conditions of future continuing training courses.
Structure – properties study of sodium bismuth borate glasses Abid, M., El-Hars, F., Belfaquir M., M., Laourayed, M., Bakkali, S., et al. Moroccan Journal of Chemistry, 2023 Sodium bismuth borate glasses with composition (100–x)(0.785B2O3–0.215Bi2O3)–xNa2O where x=0, 2, 4, 6, and 8 mol%, were prepared by standard synthesized melt–quenching method. The amorphous and vitreous nature of these samples was confirmed by X–ray diffraction (XRD) and differential scanning calorimetry (DSC) analysis. The density of the samples was measured using Archimedes principle and the molar volumes were determined from the density data. The spectroscopic properties of glass samples were studied using Fourier Transform Infrared Spectrometer (FTIR) and Raman spectroscopic techniques. The density of the samples was found to vary non–linearly with the Na2O content, however, a slight variation of the glass transition temperature was observed. The addition of Na2O in 78.5B2O3–21.5Bi2O3 glass causes changes in the features of the FTIR and Raman spectra. Both types of IR and Raman spectroscopic revealed that the network structure of the studied glasses is mainly based on BO3 and BO4 units, and bismuth exists as BiO3 pyramidal and BiO6 octahedral units.
DESIGN AND IMPLEMENTATION OF A NEW TEACHING-LEARNING MODEL OF ELECTRICITY CONCEPTS IN MIDDLE SCHOOL International Journal on Technical and Physical Problems of Engineering, 2022
