Vers un modèle hybride systémique pour la formation initiale des enseignants au Maroc : cadre théorique et perspectives de validation

Abstract

Moroccan student teacher training programs encounter difficulties in articulating the different dimensions of professionalization, which are often approached in a fragmented manner. To overcome this compartmentalization, this paper presents the Systemic Hybrid Model (MHS). Designed within a systemic perspective (Bertalanffy, 1968) and structured according to the MISA method (Paquette, 2002), the model integrates adult learning theories (Kolb, 1984; Vygotsky, 1934/1997), professional development frameworks (Schön, 1983; Paquay, 1994; Perrenoud, 1996; Lave & Wenger, 1991) and pedagogical hybridisation models (Graham, 2006; Garrison & Vaughan, 2008; Peraya, 2006). The architecture formalized through flowchart comprises seven interdependent components: institutional framing, contracting, collective diagnosis, adapted face-to-face training, permanent asynchronous support, internship with capitalization, and a systemic regulation loop. The paper details this architecture, discusses its implementation conditions and outlines its limitations, in preparation for empirical validation planned in a partner CRMEF.