Abstract
Introduction. This study aims to evaluate the effect of continuous training of physics teachers, which was realized within the context of the cooperation between the Moroccan Government and the Government of the United States of America, and which aims, among other objectives, to reinforce the competences and the professionalization of the teachers. Methods. The research study group was composed of 62 teachers of physics from high and middle schools. The training lasted 5 days and included face-to-face lessons on the central concepts of physics and chemistry didactics and one of the active methods, namely inquiry-based learning. The analysis of a survey delivered online after three months of the mentioned training, aims at showing the impact of this kind of continuous training on the beneficiaries' classroom practices and the obstacles encountered. Results. The results indicate that this continuous training could not considerably change their classroom practices, due to administrative, didactic and working conditions problems. Discussion. Despite the aim of the training course, which was to encourage participants to change their approach in the classroom to adopt learner-centred practices, the results had only a limited impact. Consequently, it becomes crucial to consider the obstacles uncovered by this study as essential factors for improving the conditions of future continuing training courses.
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