Toward a Tech-Based Model in Teacher Education in Morocco: (TPACK Framework)

This study aims to examine to what extent pre-service preparation programs in Morocco incorporate technological knowledge in pedagogical practices. To realize this goal, 30 Moroccan EFL teachers participate in this project to provide insights on their perspectives, structure, application, challenges, and needs as regards technology integration in the teaching learning process. Precisely, a survey was used to collect relevant information to the objectives of this scrutiny from Moroccan EFL teachers, including the frequent utilization of digital tools, confidence in technology integration, and challenges faced during their training. The results obtained from this study are expected to reveal the current state of technology integration in Moroccan teacher preparation programs and highlight areas requiring improvement. The findings will also inform curriculum designers, policymakers, and teacher trainers about the need to reinforce digital literacy components within pre-service programs’ curricula.