تقييم منظومة التفتيش التربوي بالمغرب: نحو منظور منفتح لبناء هوية تقييمية ومهنية فاعلة في الارتقاء بجودة التعليم

الملخص EN

The present article is concerned with the evaluation of the educational inspection system in Moroccan school education.

It aims at diagnosing the reality of inspection practices and looking ahead to continuously improving the inspector's educational interventions.

To achieve this scientific bet, the qualitative methodology has been based on the documentary critical analysis of national references and educational literature framed for the inspection profession, according to a perspective that is essentially open to the course of reforming this system, interpretation models, problems of apprenticeship outputs, conditions of training and working conditions, in order to rethink to contribute to building an evaluation and professional identity that is attractive and effective in enhancing the quality of education and developing teachers' educational performance, in the light of visionary pedagogical practices reinforced by evidence of framing, tracking, mentoring, communication, professional accountability and listening as well as providing practical development alternatives to the act of teaching rather than expanding the logic of scrutiny, censorship, classical inspection, intimidation and strict accounting.

The conclusions of this research work have made it possible to shed light on the gains and monitor the imbalances characterized by repetition, aggravation and diversity throughout the history of pedagogical reform, in addition to reviewing reflective prospects for the promotion of the desired educational development based on a culture of quality assurance and consolidating evaluation and effective leadership for the performance of educational actors.