Implementation of a teaching paradigm based on project pedagogy

Authors

Abdelghani Slassi 1 Regional academy of education and training Fes meknes, Morocco
Omar ELOuidadi 2 laboratory Processes, Materials and Environment Laboratory, Faculty of Sciences and Technology, Sidi Mohamed BenAbdellah University Fez 3 Regional center for education and training Taza, Morocco
Mohammed Rehhali 4 Regional academy of education and training Casablanca., Morocco
Abderrazzak Mazouak 3 Regional center for education and training Taza ., Morocco 5 Laboratory of pedagogical and didactic engineering of sciences and mathematics CRMEF of Fes Meknes

Abstract

Recent educational policies have the strong ambition to allow students to be the center of interest and to be an actor in their schooling and learning.The results of our survey conducted among 132 teachers (belonging to two teaching cycles) underline the importance of designing teaching situations in line with the personal information practices and the level of social culture of the students. In this article, we will examine the paradigm impact of active pedagogies on two aforementioned levers, namely the improvement of the quality of teaching and the transformation of the role of the school and the teacher in the Moroccan education system. . And this in the horizon to present a reflection on the pedagogical and didactic practices valuing the student in a real social situation.

Keywords: Teaching, Active pedagogy, active methods, School success.

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Published

2023-07-04

How to Cite

Abdelghani Slassi, Omar ELOuidadi, Mohammed Rehhali, & Abderrazzak Mazouak. (2023). Implementation of a teaching paradigm based on project pedagogy. International Journal of Scientific Research and Innovative Studies, 2(2), 6–11. Retrieved from http://ijsrisjournal.com/index.php/ojsfiles/article/view/86