The impact of continuous professional development on the development of pedagogical practices among educational staff in Pioneering Schools

Abstract

This study examines the impact of continuous professional development on the improvement of pedagogical practices among educational staff working in Morocco’s Pioneering Schools. Within the framework of ongoing educational reforms, the research focuses on the contribution of professional training to teachers’ competencies, classroom effectiveness, and the implementation of innovative teaching approaches, particularly Teaching at the Right Level (TaRL) and explicit schools. The study adopts a descriptive and analytical approach, combining quantitative data collected through questionnaires with qualitative insights from focus group discussions and field observations. The research involved 200 educational staff members from primary schools located in the regional directorates of Taza, Taounate, Moulay Yacoub, and El Hajeb, within the Fez-Meknes Regional Academy of Education and Training. The findings indicate that continuous professional development contributes to strengthening teachers’ professional knowledge, improving their pedagogical competencies, and supporting the implementation of learner-centred teaching practices. In particular, 60% of respondents reported significant improvements in their professional knowledge following training, while 70% benefited from training covering both TaRL and explicit teaching approaches. Nevertheless, the study identifies several challenges, including disparities in training duration, variations in training conditions, and differences in participants’ satisfaction with the programmes. The research highlights the importance of sustained professional support, needs-based training, and systematic evaluation to enhance the effectiveness of continuing professional development. It concludes that strengthening professional development mechanisms is essential for improving pedagogical practices and supporting the successful implementation of the Pioneering Schools reform in Morocco.

Keywords: Continuous Professional Development; Pedagogical Practices; Pioneering Schools; Teacher Training; Teaching at the Right Level (TaRL); Explicit Teaching; Educational Reform; Professional Competencies; Quality of Education; Morocco.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/989