Work place: ERIPDS, ENS, Université Abdelmalek Essaadi, Tétouan, Morocco
Zineb El Atmani is pursuing a Ph.D. in Pedagogical Engineering and Didactic Science at the Faculty of Science, University, Abdelmalek Essaâdi in Tetouan, Morocco. She is currently a teacher at ISPITS in Fez, Morocco. She has published several international articles.
DOI: https://doi.org/10.5815/ijmecs.2023.04.05, Pub. Date: 8 Aug. 2023
The need to change the professional practices in the nursing sciences obliges to accompany everyone towards a work on identity which engages a real process of professionalization. In addition, reflective practice (RP) has taken on more importance with this discourse on professionalization in nursing training settings. In this respect, reflection on practice is considered both as a competence of the professional teacher and upstream, in initial or continuing training, it is a tool for building one’s professional identity that can promote one’s professional development.
From this perspective, this study aims to study the impact of reflexive practice on 235 teachers working at the level of 23 ISPITS (Higher Institute of Nursing Professions and Health Technologies) of the Kingdom of Morocco, by means of a questionnaire, whose internal validity has been approved, transmitted through the Google Forms platform. As such, this quantitative study will focus on two strands the 1st aims to study the existence of an impact of reflective practice on the professionalization of teaching within Moroccan ISPITS. The second objective is to study the nature of a possible relationship between the professionalization of teaching by the RP and the strengthening of the professional identity of ISPITS teachers.
The results of this study show a positive impact of RP on the professionalization of nursing education; in addition, statistical tests have shown that there is a strong correlation between the professionalization of teaching in ISPITS and the strengthening of the professional identity of nursing teachers.
Also, this study could contribute to improving other vocational training. In addition, consideration of occupational identity, as well as the relationship between it and its interactive experience with others and in varied environments that elicit reflective feedback on its professional practice, are likely to promote the professional development of each practitioner.
The teacher's use of reflexivity is inseparable from his identity work. It will undoubtedly lead to the professionalization of training. In this perspective, similar studies can be carried out to deepen this theme and enhance their interventions.
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