Moroccan primary teachers’ conceptions about the teaching-learning processes to put in place in order to operationalize the pedagogy of integration
The pedagogy of integration has been prescribed by the Moroccan Ministry of National Education in 2009 to implement a competency-based approach in Moroccan schools. This article questions the implementation of this pedagogy in the classrooms. Based on research conducted in the form of interview, he analyzes the Moroccan teachers of elementary conceptions in terms of teaching-learning approaches to build to operationalize this pedagogy. The results of this analysis reveal that teachers continue to adopt an approach focused on transmitting knowledge when designing the teaching-learning processes to be implemented to update the pedagogy of integration.