Professional Development of Beginning Teachers in Life and Earth Sciences (LES) in Morocco: A Multi-Stakeholder Analysis of the Training-to-Practice Transition

Abstract

Background : The professional induction phase of beginning teachers represents a critical period, characterized by the transition from the knowledge and skills acquired during initial teacher education to the practical demands of classroom practice. This study focuses on beginning teachers of Life and Earth Sciences (LES) in Morocco, an institutional context that remains underexplored in the international literature.

Objectives : This research aims to analyze the professional development process of beginning LES teachers from a multi-stakeholder perspective, by identifying perceived gaps between initial training and professional practice, as well as the key dimensions shaping their professionalization.

Methodology : A convergent mixed-methods research design was adopted. Qualitative data were collected through 34 semi-structured interviews with LES pedagogical inspectors from seven Regional Academies and 52 interviews with teacher educators from nine Regional Centers for Education and Training Professions (CRMEF). These data were complemented by a quantitative questionnaire survey administered to a sample of 127 beginning LES teachers recruited in 2023. Qualitative data were analyzed using thematic analysis, while quantitative data were subjected to descriptive statistical analyses.

Results : The analysis reveals conceptions of professional development structured around three core dimensions: didactic and disciplinary mastery, adaptation to contextual constraints, and the adoption of a reflective stance. Quantitative findings highlight significant gaps between competencies developed during initial training and the demands of classroom practice, particularly in the areas of classroom management, implementation of experimental inquiry-based approaches, and assessment of student learning.

Conclusion : The study underscores the need for stronger articulation between initial teacher education, institutional support mechanisms, and the realities of classroom practice. It advocates for the development of collaborative and sustained support structures from the very beginning of teachers’ careers in order to ensure sustainable professionalization. This research contributes to the literature on teacher induction by providing a context-specific analysis and emphasizing the importance of a systemic and integrated approach to continuous professional development.