REFLEXIVITY, A TRANSVERSAL COMPETENCE AT THE HEART OF THE TEACHING OF SOFT SKILLS IN INITIAL TEACHER TRAINING IN MOROCCO

Hassnaa Fhil and Hafida Mderssi
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Hassnaa Fhil: University Mohamed V, Rabat, Faculty of Sciences on Education, Morocco
Hafida Mderssi: University Mohamed V, Rabat, Faculty of Sciences on Education, Morocco

Annals of the University of Craiova, Series Psychology, Pedagogy, 2022, vol. 44, issue 2, 101-109

Abstract: Currently, in Morocco, teacher training (initial or continuous) is one of the major concerns of the actors of the educational environment. In recent years, many efforts have been made to set up mechanisms to improve the quality of training and curricula. Thus, the teaching of soft skills has become fundamental in academic and professional training. These transversal competencies ensure an effective and efficient match between the needs of the profession and the practice of future teachers. Indeed, in a changing world, the teacher is required to deploy not only technical skills, but also emotional, relational and interactive skills to adapt, evolve and innovate in the professional environment. To do this, they must acquire a reflective process that will enable them to step back from their professional actions in order to detect problems, structure them and remedy them, hence the need to emphasize reflexivity as a cross-cutting skill that is essential for the implementation of other soft skills. This is why, in initial teacher training, before immersing the future teacher in this reflective process in didactics or in the analysis of pedagogical practices in order to question his or her teaching practice, he or she must be introduced to this key cognitive and pragmatic concept by putting it at the heart of the teaching of soft skills.

Keywords: Teacher; Training; Reflexivity; Soft Skills. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2022
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