Research Article Details

Citation Journal Title: The International Jordanian Journal Aryam for Humanities and Social Sciences

Citation Title: Exploring Moroccan Teacher Education: Pathways to Capacity Building, Networking, and Collaborative Professionalism

Citation Author: Fatimazahra Elboussaidi, Abdelaghnie Ennam

Citation Affiliation: Doctoral Researcher Laboratory of Literature, Arts and Pedagogical Engineering, Faculty of Languages, Letters and Arts, Ibn Tofail – Kenitra

Citation Volume: 8

Citation Issue: 1

Citation Year: 2026

Citation DOI: https://doi.org/10.65811/812

Citation PDF: https://aijj.org/wp-content/uploads/2026/06/IJJA-VOL8-ISSUE-1NO-2-2026-PP-27-65-PDF-1.pdf

Received Date: 9 Jan 2026

Revised Date: 29 Feb 2026

Accepted Date: 8 March 2026

Publication Date: 10 March 2026

First Page: 27

Citation Abstract: This study examines the incorporation of Professional Learning Networks (PLNs) into Moroccan pre-service Training (PST), addressing the urgent need for capacity building and collaborative professionalism in teacher education. Utilizing a qualitative case study methodology, the research explores how PLNs can address structural deficiencies in teacher preparation and facilitate the development of reflective, resilient, and professionally autonomous educators (Brown & Poortman, 2018; Hargreaves & O’Connor, 2018; Hargreaves, 2020). Drawing on data from semi-structured interviews with stakeholders at ENS and CRMEFs, the study identifies key themes, including discontinuity in training, the informal role of PLNs, and the necessity for institutional reform. A comprehensive overview of the research design is provided, employing Braun and Clarke’s (2006) six-phase thematic analysis to interpret narratives from six participants deeply involved in teacher education. The findings are contextualized within current debates on teacher identity formation, digital professionalization, and collaborative learning in professional training-constrained systems. This work contributes original insights into the Moroccan teacher education landscape by proposing PLNs not merely as technological add-ons but as embedded ecosystems for professional growth. The study offers a novel perspective on how teacher training programs can leverage networked learning to foster continuity between pre-service preparation and in-service development. These findings have broader implications for rethinking teacher education policy, curriculum design, and institutional partnerships in African and under-resourced contexts.

Citation Keywords: Moroccan Teacher Education, Capacity Building, PLNs, and Collaborative Professionalism.

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