Analysis of the Professional Practices of Mathematics Trainee Teachers in CRMEF: Crossed Perspectives of Trainers and Tutors from Practice Schools

Abstract

The purpose of this study is to analyze the professional practices of mathematics trainee teachers in the qualifying secondary cycle (high school) within the Regional Centers for Education and Training Professions (CRMEF) in Morocco. Using a mixed methodology, it combines the observation of recorded sessions, a survey questionnaire administered to 34 trainers from six CRMEF centers and 52 tutors from practice schools, as well as focus groups involving 16 trainers and 21 tutors. The analysis is grounded in theoretical frameworks from mathematics didactics, particularly the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), and the concept of Potential Learning Phases (PLP), enabling the objectification of professional gestures and didactic choices made by trainees. Three categories of indicators structured the study: (1) Didactic: quality of milieu management, diversity of mathematical tasks (procedures, proofs, modeling), and mastery of the didactic contract; (2) Interactional: questioning modes, dynamics of mathematical exchanges, and active student participation; (3) Professional: lesson planning, anticipation of difficulties, teaching posture, and time/classroom management. Results indicate a good level of disciplinary mastery among trainees (≈ 72% positive evaluations), but reveal significant challenges in didactic milieu management and interactional practices. Analysis highlights frequent recourse to the "Topaze effect" (observed in 49% of situations), indicating a tendency to strip learning situations of their substance when students encounter difficulties. Tutors report a lack of genuine student engagement, while trainers emphasize the need to strengthen didactic reflection, particularly regarding proof, problem-solving, and mathematical modeling. The conclusions recommend the systematic integration of video analysis in training programs, enhanced collaboration between trainers and tutors, and more structured mentoring to develop professional reflexivity and specific didactic competencies required for teaching mathematics at the qualifying secondary level.