1 of 6

Heutagogy & Online learning in the service of teacher’s Professional Development

University of Rochester, Warner School of Education

Fatima Bellihi

Morocco

2 of 6

Teaching background and Summary

Summary :

Reason for choosing Topic

Primary school teachers in Morocco are challenged by the implementation of technologies of information and the online teaching, but according to a previous investigation on this problem, they need support and empowerment especially to improve their technological & linguistic skills. This opportunity of being a member of Fulbright DAI participants makes it possible to conduct a case study about the impact of the theories implemented in this program.

So, to verify on one hand, how could the implementation of Heutagogy help the development of teacher’s personal and professional competencies, and on the other hand, if there is evidence to support the relationship between the improvement of their professional practices and their lifelong learning, and so far, its effects on their students' development?

Teaching background:
Subject: French and other disciplines, training and mentoring
School type: public primary school, Higher educational school
Years teaching : 21 years

Teachers Lifelong learning

Heutagogy & Tec. Skills

innovative practices & student’s improvement

Amelioration of the professional practices is highly depending on the optimization of teacher’s continuing learning.

Implementing of Self-Determination Theory (SDL)& the Development of universal design for learning (UDL) & the community of practice, could help in guiding teachers to improv their continuing training and innovate their practices

The online & open distance learning (ODL) is an alternative that had the needed potential for this optimization.

DIRECTIONS:

Please keep the logos, fonts, and coloring of the slide the same.
Type 3-4 SHORT bullets about your teaching background, including the subject you teach, the type of school in which you teach, and how many years you have been teaching. For example, “Subject: English as a Foreign Language, School Type: Rural Public School, Years Teaching: 17.”
Type 2-3 SHORT bullets about why you chose your topic. Include relevant information such as the main reason you chose the topic and the main question behind your project. For example, “Main Reason: in my experience, English teaching in Japan is ineffective, Main Question: what teaching strategies can be used to improve English teaching in Japan?”
Write a SHORT summary of your inquiry project (fewer than 100 words). This can be in paragraph form or some other creative form. This space is your chance to summarize your project. Only include essential details in your summary as you will have a limited amount of time to explain this during your presentation.

3 of 6

Main Takeaways

Primary school teachers in Morocco do not have the necessary models or the curriculum to optimize their professional development.
Teachers can promote and boost their professional development using the online and connecting with the wide communities of practice.
I plan to collaborate with educational associations and the FDAI community to carry out a residential program (during the summertime, for one week) for the educators and Moroccan wide-range community of practice. They will attend a series of practical workshops and webinars in SDT, UDL, TESOL, GenAI and the online teaching/learning. A monthly meeting would be held with Moroccan colleagues, experts and local government to discuss a suggested model for teachers “Continuing Learning” program and plans to finance it.

DIRECTIONS:

Please keep the logos, fonts, and coloring of the slide the same.
Type the most important takeaway from your inquiry project for a wider audience. This point should be important and interesting to your fellow panelists, your DAI colleagues in the audience, staff from the U.S. State Department, staff from IREX, and guest speakers at the workshop. For example, “The methods of teaching English as a Foreign Language in Japan are outdated and boring, so students do not feel inspired to learn the second language.”
Type your next most important takeaway from your inquiry project. For example, “Teaching English in Japan can be improved by introducing student-centered instructional practices such as ‘thinking routines’ and redesigning assessments at the school-level.”
Type the last main takeaway from your inquiry project. Try to make this point about what you will implement in your home community. For example, “I plan to hold monthly meetings with my Japanese colleagues where we can read, learn, and discuss student-centered approaches to teaching as a professional community.”
Optional: You may add 1-2 small pictures/graphics to this slide for some color as long as the slide does not look crowded.

4 of 6

Pictures & Graphics

Q.7- Do you think that your participation in the FDAI program helped you become more cognizant of your strengths, limitations and the force action on you ?

This graph shows how the majority of FDAI participants recognize the impact of the FDAI program on their professional and personal development

The main elements of the FDAI program are adequate to heutagogy principles as the diagram shows

https://isrspace.com/heutagogy/

the community of practice at Rochester

5 of 6

Real-World Application & Discussion

When I return home,
I will hold weekly meetings with Moroccan colleagues to discuss the elaboration of a curriculum based on the model of SDL
I will plan the residential program of a week, during the summertime where we can conduct teacher training sessions with the collaboration of fellows in cohort and local government and Community of practice
I will design a six-month curriculum for these practical workshops and webinars as well (a pilot model of teacher’s continuing learning).

If you were designing a learning model for teachers, what would you include in the curriculum?
What are the impacts of teachers’ professional development on their students’ progress?

DIRECTIONS:

Please keep the logos, fonts, and coloring of the slide the same.
Type 2-3 statements about what you plan to do when you return home. These are your ‘action-statements’ for bringing about change in your home community. Action statements should be SMART (Specific, Measurable, Attainable, Relevant, and Timely). For example, “I will recruit 2-3 teachers from each high school in my rural town to join monthly meetings to discuss student-centered teaching strategies,” AND “I will plan a 12-month curriculum for our monthly meetings about student-centered practices that includes objectives, readings, activities, and assessments.”
Construct ONE discussion question for the audience in your panel session room. Audience members will have approximately 5-minutes to discuss your question, so it should be open-ended, interesting, and widely relevant. For example, “If you were designing a student-centered teaching practice workshop for teachers, what would you include in the curriculum?”

6 of 6

REFERENCES & RESOURCES

Zhu, M., Bonk, C. J & Doo, M. Y. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Association for Educational communications and technology, Education Tech Research Dev 68:2073-2093. https://doi.org/10.1007/s11423-020-09747-8
Mentz, de Beer, Bailey, (2019). Self-directed Learning for the 21th Century: Implications for Higher Education. AOSIS. https://www.researchgate.net/publication/338473783_Self-Directed_Learning_for_the_21st_Century_Implications_for_Higher_Education
Bellihi, F. (2020). E-learning in service of Continuing Learning; Case study of primary school teachers in Marrakeh. University of Cadi Ayyad.