Reimagining Pre-service Teacher Training: A Case Study from CRMEF Beni Mellal–Khénifra, Morocco

Reimagining Pre-service Teacher Training: A Case Study from CRMEF Beni Mellal–Khénifra, Morocco | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Reimagining Pre-service Teacher Training: A Case Study from CRMEF Beni Mellal–Khénifra, Morocco Ilyass Eddaif, Mustapha Zanzoun This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8144546/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study aimed to explore pre-service teachers' perspectives towards the effectiveness of the Regional Center for Education and Training Professions training program in Beni-Mellal, Morocco. An exploratory mixed method design was employed, utilizing an online questionnaire and semi-structured interviews as research instruments. The online questionnaire was completed by 43 pre-service teachers, and 7 participated in interviews. The findings indicate that pre-service teachers view the Regional Center for Education and Training Professions training program as effective. In particular, its content is delivered through various methods. Teacher trainees hold positive attitudes towards the practicum, stressing that it provides them with constructive feedback and enhance their teaching skills. Regarding the training assessment, participants deem it as diversified and aligned with the training content. However, participants also reported that the training syllabus is overloaded and the time allotted for the practicum is insufficient. Moreover, pre-service teachers proposed that the content and practicum areas of the training should be improved. They also suggested that training content should be minimized and more time should be allotted to the practicum and training in general. These findings suggest that policymakers, curriculum developers, and teacher trainers should consider revising the training program to streamline content and allocate more time for the practicum. CRMEF effectiveness training pre-service teachers improvement 1. Introduction The quality of education and the effectiveness of teacher training programs are critical topics in the discourse on educational reform globally (Darling-Hammond & Lieberman, 2013 ). As nations strive to prepare future generations for the complexities of the 21st century, the focus often shifts to the continuous professional development of teachers, who are the cornerstone of educational progress (Avalos, 2011 ). In Morocco, Regional Centers for Education and Training Professions (CRMEF) play a pivotal role in the pre-service training of teachers, aiming to enhance the pedagogical skills and practical teaching competencies necessary for delivering high-quality education. However, equipping pre-service teachers with all the requisite skills and qualifications remains a significant challenge (Bouaissane et al., 2022 ). The implementation of English as a Foreign Language (EFL) in Moroccan schools represents a significant step towards integrating the Moroccan education system into the global community. English is increasingly recognized as a vital tool for communication and a prerequisite for numerous opportunities in the global job market. This situation necessitates a thorough examination of how English teachers are trained to assist students in developing their English language skills for both daily and professional use (Richards & Farrell, 2005 ). The CRMEF training program in Morocco is designed to prepare future teachers by providing them with essential tools, strategies, and pedagogical approaches for teaching English. Understanding the perceptions of pre-service teachers regarding this program is crucial not only for evaluating its effectiveness but also for identifying areas for improvement. Therefore, this research aims to contribute to the ongoing discourse on teacher training effectiveness within the Moroccan context and to provide actionable recommendations for enhancing the training of future English language teachers. 2. Literature Review Teacher training is a multifaceted process essential for developing educators' pedagogical and subject-specific competencies, combining theoretical knowledge with practical teaching experiences. Shulman ( 1987 ) defined teacher training as a comprehensive system that equips teachers not only with content knowledge but also with the skills necessary to reflect critically on their classroom practices. Building on this, Darling-Hammond ( 2006 ) emphasizes teacher training as a continuous process aimed at fostering professional and effective educators through the integration of theory, practice, and ongoing development. Similarly, Lal ( 2016 ) and Dange et al. (2020) highlight the need for teacher education programs to be dynamic and responsive to contemporary educational demands, encompassing factors such as learner diversity, classroom management, technology integration, and adaptability to changing contexts. Effective training programs must balance essential content coverage with avoidance of syllabus overload to maintain the quality and impact of learning (Hattie, 2008 ). Focusing on pre-service teacher training, it is defined as the preparation individuals receive before entering the teaching profession, involving acquisition of knowledge, observation of real classrooms, and supervised practice (Attawell & Elder, 2006 ; Erdem et al., 2019 ). This training is critical as it influences future teaching behaviors and ensures the adoption of research-based pedagogies over traditional methods. Central components of pre-service education include content, practicum, and assessment (Cleaver et al., 2021 ; Cohen et al., 2013 ). The practicum, often the longest and most intensive training phase, bridges theory and practice but often suffers from insufficient duration and disconnection from campus learning (Meijer et al., 2011 ; Evertson & Weinstein, 2013 ). Diverse and reflective assessment methods are also vital to prepare teachers for the complexities of classroom realities (Soled, 1995 ; Schön, 2017 ). In the Moroccan context, the Regional Center for Education and Training (CRMEF) provides initial and continuous teacher training across disciplines. The initial phase includes six months of coursework and internship, followed by a second year emphasizing practical transition and portfolio development. Despite this structured approach, evaluations reveal persistent challenges. Tamani et al. ( 2021 ) report dissatisfaction among trainees regarding insufficient training time and misalignment between their specialization and classroom assignments. Additionally, there is limited communication and support between trainers and trainees. Worldwide studies reflect similar concerns about theory-heavy curricula and inadequate practical preparation (Eret, 2013 ; Ranjbari et al., 2020). These findings highlight a critical research gap in Morocco regarding EFL teacher training and underscore the importance of continuous program evaluation to enhance training relevance, effectiveness, and alignment with actual teaching demands. 3. Methodology This study adopts a mixed-methods research design to thoroughly explore pre-service Moroccan secondary English teachers’ perceptions of the effectiveness of the CRMEF training program. Integrating both quantitative and qualitative data collection and analysis techniques, this approach offers a more nuanced understanding than could be achieved through either method alone. The research employs a triangulation strategy, collecting quantitative data via an online questionnaire and qualitative data through semi-structured interviews concurrently. This strategy facilitates cross-validation of the findings by comparing and integrating data obtained from both instruments, thereby enhancing the robustness of the results (Dornyei, 2007 ). Participants included pre-service English teachers enrolled in the CRMEF program in the Beni-Mellal Khenifra region. A purposive sampling method was applied to select questionnaire respondents, resulting in 43 participants who contributed valuable insights aligned with the study’s objectives. The majority were under 30 years old, with 60.5% female respondents and a predominant educational background of a Bachelor’s degree in English studies. For qualitative depth, seven volunteers from the questionnaire participants were interviewed. All interviewees were female, holding either BA or MA degrees relevant to English studies or educational sciences. The online questionnaire gathered quantitative data on trainee perceptions of the training program across multiple dimensions, including syllabus, practicum, and assessment. Using a Likert scale, it measured the extent of agreement with key statements concerning training effectiveness. The questionnaire was pilot-tested for clarity and reliability prior to deployment. Complementing this, semi-structured interviews were conducted to obtain detailed participant experiences and perceptions, with open-ended questions designed to probe strengths, challenges, and overall effectiveness. Interviews lasted between 15 and 25 minutes, with verbatim transcriptions prepared for analysis. Data collection proceeded in two phases: questionnaire distribution via Google Forms with repeated outreach to maximize response rate, followed by flexible interview scheduling accommodating in-person, phone, or video calls per participant preferences. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative transcripts underwent inductive thematic analysis to identify recurrent patterns and themes. To ensure trustworthiness, the study incorporated data triangulation through integration of quantitative and qualitative results and applied member checking by sharing interview summaries with participants for validation. Ethical protocols were rigorously maintained: participant anonymity was assured, informed consent obtained in writing, and voluntary participation emphasized with the option to withdraw at any time without penalty. The mixed-methods design and rigorous data collection and analysis strategies provide a comprehensive and credible framework for understanding pre-service teachers’ perspectives on the CRMEF training program. The following chapter presents the study’s findings contextualized within the research questions and existing literature. 4. Results & Analysis 4.1 Questionnaire The questionnaire targets two research questions. For the first, it includes one item on pre-service teachers’ overall attitudes and three sections evaluating the effectiveness of CRMEF training across syllabus, practicum, and assessment. For the second, it contains two items on teachers’ suggestions for improving CRMEF training. 4.1.1 CRMEF training overall effectiveness Table 1 The Effectiveness of CRMEF Training Percentages Very Effective Effective Neutral Ineffective Very ineffective How effective is the CRMEF training program? 7% 51.2% 26.6% 9.3% 7% Over half of the participants (58.2%) viewed the CRMEF training program as effective, 26.6% remained neutral, and 16.3% considered it ineffective. Accordingly, a one-way ANOVA was used to examine whether pre-service teachers’ perspectives on training effectiveness differ by education level, testing the null hypothesis that all education levels have the same mean perspective versus the alternative that at least one differs. Table 2 One-Way ANOVA Cross-table Sum of Squares Df Mean Square F Sig. Between Groups 2.979 2 1.490 1.509 .233 Within Groups 39.486 40 .987 Total 42.465 42 The p-value (0.233 > 0.05) indicates that the null hypothesis is not rejected, showing no significant differences in pre-service teachers’ attitudes toward CRMEF training across education levels. 4.1.2 CRMEF training syllabus Teacher trainees also answered three Likert-scale items about the syllabus of the training. Three dimensions of the syllabus were targeted. They are the charge of the syllabus, its delivery, and its duration. Table 4 Frequencies of Trainees’ Perspectives about the Syllabus of the Training Strongly disagree Disagree Neutral Row N % Agree Strongly agree Row N % Row N % Row N % Row N % The syllabus of the training program is overloaded. 0.0% 7.0% 23.3% 37.2% 32.6% The content of the training program is delivered by trainers through various forms (lecturing, presentations, workshops...). 2.3% 2.3% 11.6% 51.2% 32.6% The time allotted for the training is sufficient. 7.0% 20.9% 20.9% 39.5% 11.6% Most participants (69.8%) find the CRMEF syllabus overloaded, while few (7%) disagree. A large majority (83.8%) view the delivery as diversified through lectures, presentations, and workshops. Regarding training duration, 51.1% consider it sufficient, whereas only 27.9% feel it is inadequate. 4.1.3 CRMEF training Practicum In order to examine trainees’ attitudes toward the practicum, a list of statements was provided in the questionnaire. The highest agreement was for receiving constructive feedback (mean = 4.1628), followed by the practicum enhancing teaching skills. The lowest agreement was for the statement that training center learning matches practicum experiences (mean = 2.6977). Table 5 Descriptive Statistics of Trainees’ Perspectives about the Training Practicum N Mean I receive constructive feedback from the observer in the practicum. 43 4.1628 The practicum enhances my teaching skills. 43 4.1395 The practicum offers opportunities to practice what is learned in the training. 43 3.6279 Practicum hours are sufficient. 43 3.0233 What I have learned in the training center matches what I find in the practicum. 43 2.6977 4.1.4 CRMEF training assessment The third section examined pre-service teachers’ perspectives on training assessment using three yes/no items. Mean scores ranged from 1.51 to 2, indicating overall positive responses. Specifically, 95.3% agreed that the assessment aligns with the program content, while 88.4% and 88% were positive about the first and second statements, respectively. Table 6 Assessment in the CRMEF EFL Teacher Trainin S/N Questions Means Yes No Total N % N % N % 1 Assessment in the training is done through various forms (written exams, presentations...) 1.88 38 88.4 5 11.6 43 100 2 The Practicum is part of the assessment. 1.86 37 86 6 14 43 100 3 Assessment is aligned with the program's content. 1.95 41 95.3 2 4.7 43 100 4.1.5 Improvement of the EFL Teacher Training Program This item used two checkbox items to explore pre-service teachers’ suggestions for improving EFL training at CRMEF Beni Mellal-Khenifra. The first item identified areas needing improvement: content was most frequently selected (76.74%), followed by practicum (26 participants), while feedback was the least chosen area. Table 7 Areas that Need Improvement Number of answers Rate of response in percentage Content 33 76.74% Practicum 26 60.46% Content Delivery 17 39.53% Assessment 13 30.23% Feedback 11 25.50% The second item explored actions to improve the training program. The most suggested action was allotting more time to the practicum (34 of 43 participants, 76.06%). Reducing syllabus content and providing feedback after the practicum were next (41.86%), while changes related to assessment—modifying assessment methods and providing feedback after assessment—were the least selected. Table 8 Actions to Improve the Training Program Number of answers Rate of response in percentage Allot more time for the practicum. 34 76.06% Minimize the content of the syllabus 18 41.86% Provide feedback after the practicum. 18 41.86% Allot more time for the training. 16 37.20% Change the way the content is delivered. 15 34.88% Change the way of the assessment. 9 20.93% Provide feedback after assessment. 9 20.93% 4.2 The Semi-structured interview 4.2.1 Training syllabus The interview revealed that while the training syllabus is overloaded, it remains highly beneficial. One participant noted that despite the heavy content, the modules—especially those allowing demo-lessons and practical application of theory—were effective and provided significant learning benefits. 4.2.2 Training duration Although the training is effective, most interviewees felt that six months is insufficient to fully acquire knowledge and practice, limiting their preparation for effective teaching. 4.2.3 Practicum experience and duration All interviewees without exception found the practicum highly valuable for developing teaching skills and experiencing real classroom settings. However, they unanimously recommended extending its duration, as current opportunities to teach were limited and often insufficient for fully applying theoretical knowledge. 4.2.4 Assessment and Feedback Most interviewees reported that the assessment methods used in the training are diverse and effective, aiming to evaluate trainees’ progress from multiple angles. They highlighted that assessments include assignments, presentations, classroom participation, exams, portfolios, and even a regional exam, allowing each trainee to demonstrate their strengths in different areas. Regarding feedback, participants generally described it as positive and constructive, particularly during training activities, helping them identify areas for improvement. However, a common concern was the absence of feedback after exams, which left trainees uncertain about how well they performed and which aspects of their learning still needed development. 4.2.5 Improvement of the CRMEF Training Program The interviewees acknowledged that the CRMEF training program is generally effective but identified areas for improvement. They emphasized the need to extend the overall duration of the training, particularly the practicum, to allow more hands-on experience with real students. Additionally, they noted that the current schedule of two three hour sessions per day is overwhelming, making it difficult to maintain focus throughout the training. Some suggested extending the program to eight or nine months without adding extra content, which would help reduce stress and allow trainees to benefit more fully from both practical and theoretical components. 5. Discussion The findings from the quantitative and qualitative instruments used in the study, focusing on the effectiveness of the CRMEF training program and potential areas for improvement. The results indicate that most participants perceive the CRMEF training program as effective, with positive attitudes towards its overall effectiveness. Key aspects of the training program were evaluated, including the syllabus, content delivery, training duration, practicum experience, assessment, and feedback. Participants acknowledged that while the syllabus is beneficial, it is also overloaded. The delivery of content was well-received, and participants expressed a desire for an extended practicum period to better apply theoretical knowledge in real-world settings. The assessment methods were found to be varied and aligned with the program's content, which is consistent with the literature emphasizing the importance of diverse assessment techniques (Soled, 1995 ; Schön, 1983). The literature review highlights the necessity of balancing essential material with manageable syllabus content to avoid overwhelming trainees (Huston, 2009 ). Effective content delivery can engage trainees and accommodate various learning styles (Hattie, 2009 ; Rosenshine, 2012 ; Tomlinson, 2001 ). Furthermore, the practicum is crucial for developing practical skills and reflective capacities, as noted by Darling-Hammond ( 2006 ) and Cohen et al. ( 2013 ). However, the findings also reveal a gap between classroom learning and practical application, which can hinder the development of essential classroom management skills (Meijer et al., 2011 ; Yayli, 2008 ). In terms of improvement, the findings suggest that the CRMEF training program should minimize content overload and extend the practicum duration. While the first hypothesis (H1: the CRMEF training program is effective) is confirmed, the second hypothesis (H2: the CRMEF training program can be improved by streamlining content, extending practicum duration, and incorporating more practical assessment methods) is only partially confirmed. The need for more practical assessment methods was not supported by the findings. In conclusion, the CRMEF training program in the Beni-Mellal Khenifra region is effective, but there are significant areas for improvement. The overloaded syllabus and insufficient practicum duration are critical issues that need to be addressed to enhance the training's effectiveness. The literature supports these findings, emphasizing the importance of adequate practicum time for applying theoretical knowledge and improving teaching skills. Overall, the study provides valuable insights for policymakers and educators to refine the CRMEF training program and better prepare future English teachers. 6. Study Implications, Limitations, and Future Research Objectives 6.1 Study Implications The findings of this research provide critical insights into pre-service English teachers' perceptions of the CRMEF training program's effectiveness. While 58.2% of participants consider the training effective, several areas for improvement have been identified, particularly regarding the overloaded syllabus and insufficient practicum time. Policymakers should initiate a comprehensive review of the training syllabus to eliminate redundant or less critical content, thereby reducing overload and making the curriculum more manageable for pre-service teachers. Additionally, providing supplementary resources, such as online modules, can help trainees manage their workload more effectively. Extending the practicum duration is also recommended to offer more hands-on experience, which could be achieved by integrating more practicum hours throughout the training program. Curriculum developers play a vital role in shaping the training experience. They should focus on essential skills and knowledge areas, prioritizing pedagogical techniques and classroom management skills that directly impact teaching effectiveness. Incorporating flexibility into the curriculum, such as optional workshops or elective courses, can cater to the diverse needs of pre-service teachers. Furthermore, better coordination between coursework and practicum activities is necessary to ensure a seamless transition from theory to practice. Teacher trainers are crucial in delivering the training program and can make immediate adjustments to enhance its effectiveness. They should provide additional support to pre-service teachers, especially in areas where the syllabus is perceived as overloaded. This support could include clear instructions, extra help sessions, and fostering reflective practice through journals and peer discussions. In conclusion, addressing the concerns related to the overloaded syllabus and insufficient practicum time can significantly enhance the overall effectiveness of the CRMEF training program. By implementing the outlined recommendations, stakeholders can refine the training program, leading to better-prepared and more effective English teachers. Continued research into teacher training effectiveness will further contribute to the ongoing improvement and innovation of educational practices, ensuring that future generations receive high-quality education from well-prepared teachers. 6.2 Study Limitations Geographic Scope The research focused exclusively on the CRMEF in the Beni-Mellal Khenifra region, limiting the generalizability of the findings. Future studies should encompass a broader geographic area to provide a more comprehensive understanding of CRMEF training across Morocco. Sample Size and Representativeness The study's sample consisted solely of pre-service English teachers from a single training center, which may restrict the applicability of the results to a wider population. A more diverse participant group could yield richer insights into the effectiveness of the CRMEF training program. Data Collection Method The reliance on self-reported data introduces potential biases, such as social desirability and memory recall biases, which may affect the validity and reliability of the findings. These limitations should be considered when interpreting the results. Time Constraints Conducting the study within a limited timeframe may have restricted the depth and breadth of data collection and analysis, potentially overlooking important aspects of participants' perceptions. 6.3 Future Research Perspectives: The findings highlight several areas for further investigation. Understanding the long-term impact of the CRMEF training program is essential for continuous improvement, suggesting that future research should adopt a longitudinal approach. Additionally, comparative studies with other teacher training programs could identify best practices and areas for enhancement. Acknowledging the limitations of this study is crucial for interpreting the findings accurately. Future research should focus on broader geographic scopes, diverse participant samples, and longitudinal designs to deepen the understanding of pre-service English teachers' perceptions of teacher training programs in Morocco. By addressing these limitations, scholars can contribute to the ongoing dialogue surrounding effective teacher training initiatives in various educational contexts. 7. Conclusion This research provides a comprehensive analysis of future educators' attitudes and opinions regarding their professional preparation through the CRMEF (Centre Régional des Métiers de l'Éducation et de la Formation) training program in the Beni-Mellal Khenifra region. The study aims to enhance the effectiveness of the CRMEF training in Morocco, ensuring that pre-service teachers receive beneficial training that supports their careers. The findings serve as a roadmap for policymakers and curriculum developers to improve the educational landscape in Morocco. The primary objectives of the research were to explore the perceptions of pre-service Moroccan English teachers regarding the effectiveness of the CRMEF training program in terms of content, practicum, and assessment, and to propose recommendations for enhancing the program's effectiveness. An exploratory mixed-methods research design was employed, utilizing both a questionnaire and semi-structured interviews to gather data. The questionnaire was completed by 43 participants, while 7 participants were interviewed. Quantitative data were analyzed using descriptive and inferential statistics in SPSS, and qualitative data were analyzed through content analysis. The findings reveal that the CRMEF training program is generally perceived as beneficial, particularly in pedagogical theory. The structured curriculum, which integrates theoretical knowledge with practical teaching experiences, is appreciated for its comprehensive approach to teacher education. Many respondents emphasized the value of the immersive teaching practicum, which enhances their confidence and competence as future educators. However, notable concerns were identified. While the theoretical components of the program are robust, there is a clear need for more practical, hands-on training, especially in real-world teaching scenarios. Additionally, some pre-service teachers expressed a desire for more personalized feedback and mentorship from experienced educators, indicating that increased interaction between trainees and mentors could enhance the training experience. The lack of feedback after exams left many trainees uncertain about their areas for improvement. In conclusion, although the CRMEF training program is widely regarded as effective in preparing pre-service English teachers, several enhancements are necessary to better meet the evolving demands of the education sector. Addressing concerns such as increasing practical training opportunities and enhancing mentor-trainee interactions will further solidify the program's position as a leader in teacher education. The study's findings provide a roadmap for continuous improvement, ensuring that future cohorts of pre-service teachers are well-equipped to inspire and educate the next generation of students. Declarations - No funding was received for conducting this study. - The authors have no relevant financial or non-financial interests to disclose. - The authors declare that they have no competing interests. - This study was approved by the ethics committee of Sultan Moulay Slimane University, Faculty of Letters and Human Sciences, Beni Mellal. Informed consent - was obtained from all participants. Author Contribution Ilyass Eddaif designed the study, collected and analyzed the data, and drafted the initial manuscript. Pr. Zanzoun Mustapha supervised the research, provided critical feedback, and contributed to revising and finalizing the manuscript. Both authors read and approved the final version of the manuscript. Data Availability The datasets collected and analyzed during the current study are not publicly available due to confidentiality and participant privacy, but summary data are available from the corresponding author on reasonable request. References Attawell K, Elder K. (2006). Good Policy and Practice in HIV & AIDS and Education . Avalos B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching. and Teacher Educ, 27(1), 10–20. Bouaissane M, Mourchid M, Brigui H. (2022). A Study of Moroccan EFL Teachers' Attitudes towards Inservice Continuing Professional Development. IOSR Journal of Humanities and Social Science (IOSRJHSS) , 27(10), 2022. Cleaver S, Detrich R, States J, Keyworth R. (2021). Curriculum Content for Teacher Training Overview . 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Introduction","content":"\u003cp\u003eThe quality of education and the effectiveness of teacher training programs are critical topics in the discourse on educational reform globally (Darling-Hammond \u0026amp; Lieberman, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). As nations strive to prepare future generations for the complexities of the 21st century, the focus often shifts to the continuous professional development of teachers, who are the cornerstone of educational progress (Avalos, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). In Morocco, Regional Centers for Education and Training Professions (CRMEF) play a pivotal role in the pre-service training of teachers, aiming to enhance the pedagogical skills and practical teaching competencies necessary for delivering high-quality education. However, equipping pre-service teachers with all the requisite skills and qualifications remains a significant challenge (Bouaissane et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe implementation of English as a Foreign Language (EFL) in Moroccan schools represents a significant step towards integrating the Moroccan education system into the global community. English is increasingly recognized as a vital tool for communication and a prerequisite for numerous opportunities in the global job market. This situation necessitates a thorough examination of how English teachers are trained to assist students in developing their English language skills for both daily and professional use (Richards \u0026amp; Farrell, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). The CRMEF training program in Morocco is designed to prepare future teachers by providing them with essential tools, strategies, and pedagogical approaches for teaching English. Understanding the perceptions of pre-service teachers regarding this program is crucial not only for evaluating its effectiveness but also for identifying areas for improvement. Therefore, this research aims to contribute to the ongoing discourse on teacher training effectiveness within the Moroccan context and to provide actionable recommendations for enhancing the training of future English language teachers.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cp\u003eTeacher training is a multifaceted process essential for developing educators' pedagogical and subject-specific competencies, combining theoretical knowledge with practical teaching experiences. Shulman (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e1987\u003c/span\u003e) defined teacher training as a comprehensive system that equips teachers not only with content knowledge but also with the skills necessary to reflect critically on their classroom practices. Building on this, Darling-Hammond (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) emphasizes teacher training as a continuous process aimed at fostering professional and effective educators through the integration of theory, practice, and ongoing development. Similarly, Lal (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) and Dange et al. (2020) highlight the need for teacher education programs to be dynamic and responsive to contemporary educational demands, encompassing factors such as learner diversity, classroom management, technology integration, and adaptability to changing contexts. Effective training programs must balance essential content coverage with avoidance of syllabus overload to maintain the quality and impact of learning (Hattie, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFocusing on pre-service teacher training, it is defined as the preparation individuals receive before entering the teaching profession, involving acquisition of knowledge, observation of real classrooms, and supervised practice (Attawell \u0026amp; Elder, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Erdem et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This training is critical as it influences future teaching behaviors and ensures the adoption of research-based pedagogies over traditional methods. Central components of pre-service education include content, practicum, and assessment (Cleaver et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Cohen et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). The practicum, often the longest and most intensive training phase, bridges theory and practice but often suffers from insufficient duration and disconnection from campus learning (Meijer et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Evertson \u0026amp; Weinstein, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Diverse and reflective assessment methods are also vital to prepare teachers for the complexities of classroom realities (Soled, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1995\u003c/span\u003e; Sch\u0026ouml;n, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the Moroccan context, the Regional Center for Education and Training (CRMEF) provides initial and continuous teacher training across disciplines. The initial phase includes six months of coursework and internship, followed by a second year emphasizing practical transition and portfolio development. Despite this structured approach, evaluations reveal persistent challenges. Tamani et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) report dissatisfaction among trainees regarding insufficient training time and misalignment between their specialization and classroom assignments. Additionally, there is limited communication and support between trainers and trainees. Worldwide studies reflect similar concerns about theory-heavy curricula and inadequate practical preparation (Eret, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Ranjbari et al., 2020). These findings highlight a critical research gap in Morocco regarding EFL teacher training and underscore the importance of continuous program evaluation to enhance training relevance, effectiveness, and alignment with actual teaching demands.\u003c/p\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThis study adopts a mixed-methods research design to thoroughly explore pre-service Moroccan secondary\u003c/p\u003e\u003cp\u003eEnglish teachers\u0026rsquo; perceptions of the effectiveness of the CRMEF training program. Integrating both quantitative and qualitative data collection and analysis techniques, this approach offers a more nuanced understanding than could be achieved through either method alone.\u003c/p\u003e\u003cp\u003eThe research employs a triangulation strategy, collecting quantitative data via an online questionnaire and qualitative data through semi-structured interviews concurrently. This strategy facilitates cross-validation of the findings by comparing and integrating data obtained from both instruments, thereby enhancing the robustness of the results (Dornyei, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2007\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eParticipants included pre-service English teachers enrolled in the CRMEF program in the Beni-Mellal Khenifra region. A purposive sampling method was applied to select questionnaire respondents, resulting in 43 participants who contributed valuable insights aligned with the study\u0026rsquo;s objectives. The majority were under 30 years old, with 60.5% female respondents and a predominant educational background of a Bachelor\u0026rsquo;s degree in English studies. For qualitative depth, seven volunteers from the questionnaire participants were interviewed. All interviewees were female, holding either BA or MA degrees relevant to English studies or educational sciences.\u003c/p\u003e\u003cp\u003eThe online questionnaire gathered quantitative data on trainee perceptions of the training program across multiple dimensions, including syllabus, practicum, and assessment. Using a Likert scale, it measured the extent of agreement with key statements concerning training effectiveness. The questionnaire was pilot-tested for clarity and reliability prior to deployment. Complementing this, semi-structured interviews were conducted to obtain detailed participant experiences and perceptions, with open-ended questions designed to probe strengths, challenges, and overall effectiveness. Interviews lasted between 15 and 25 minutes, with verbatim transcriptions prepared for analysis.\u003c/p\u003e\u003cp\u003e Data collection proceeded in two phases: questionnaire distribution via Google Forms with repeated outreach to maximize response rate, followed by flexible interview scheduling accommodating in-person, phone, or video calls per participant preferences. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative transcripts underwent inductive thematic analysis to identify recurrent patterns and themes.\u003c/p\u003e\u003cp\u003eTo ensure trustworthiness, the study incorporated data triangulation through integration of quantitative and qualitative results and applied member checking by sharing interview summaries with participants for validation. Ethical protocols were rigorously maintained: participant anonymity was assured, informed consent obtained in writing, and voluntary participation emphasized with the option to withdraw at any time without penalty.\u003c/p\u003e\u003cp\u003eThe mixed-methods design and rigorous data collection and analysis strategies provide a comprehensive and credible framework for understanding pre-service teachers\u0026rsquo; perspectives on the CRMEF training program. The following chapter presents the study\u0026rsquo;s findings contextualized within the research questions and existing literature.\u003c/p\u003e"},{"header":"4. Results \u0026 Analysis","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Questionnaire\u003c/h2\u003e\u003cp\u003eThe questionnaire targets two research questions. For the first, it includes one item on pre-service teachers\u0026rsquo; overall attitudes and three sections evaluating the effectiveness of CRMEF training across syllabus, practicum, and\u003c/p\u003e\u003cp\u003eassessment. For the second, it contains two items on teachers\u0026rsquo; suggestions for improving CRMEF training.\u003c/p\u003e\u003cdiv id=\"Sec6\" class=\"Section3\"\u003e\u003ch2\u003e4.1.1 CRMEF training overall effectiveness\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe Effectiveness of CRMEF Training\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePercentages\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eVery Effective\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eEffective\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003eNeutral\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eIneffective\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003eVery ineffective\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eHow effective is the\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eCRMEF training program?\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e7%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e51.2%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e26.6%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e9.3%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e7%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eOver half of the participants (58.2%) viewed the CRMEF training program as effective, 26.6% remained neutral, and 16.3% considered it ineffective.\u003c/p\u003e\u003cp\u003eAccordingly, a one-way ANOVA was used to examine whether pre-service teachers\u0026rsquo; perspectives on training effectiveness differ by education level, testing the null hypothesis that all education levels have the same\u003c/p\u003e\u003cp\u003emean perspective versus the alternative that at least one differs.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eOne-Way ANOVA Cross-table\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eSum of Squares\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDf\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMean Square\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eBetween Groups\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e2.979\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e1.490\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e1.509\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e.233\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eWithin Groups\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e39.486\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e40\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e.987\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e42.465\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e42\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe p-value (0.233\u0026thinsp;\u0026gt;\u0026thinsp;0.05) indicates that the null hypothesis is not rejected, showing no significant differences in pre-service teachers\u0026rsquo; attitudes toward CRMEF training across education levels.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section3\"\u003e\u003ch2\u003e4.1.2 CRMEF training syllabus\u003c/h2\u003e\u003cp\u003eTeacher trainees also answered three Likert-scale items about the syllabus of the training. Three dimensions of the syllabus were targeted. They are the charge of the syllabus, its delivery, and its duration.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eFrequencies of Trainees\u0026rsquo; Perspectives about the Syllabus of the Training\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStrongly disagree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eDisagree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eNeutral\u003c/p\u003e\u003cp\u003eRow N %\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAgree\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eStrongly agree\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eRow N %\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003eRow N %\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003eRow N %\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003eRow N %\u003c/b\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThe syllabus of the training program is overloaded.\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e0.0%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e7.0%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e23.3%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e37.2%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e32.6%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThe content of the training program is delivered by trainers through various forms (lecturing, presentations, workshops...).\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e2.3%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e2.3%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e11.6%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e51.2%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e32.6%\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThe time allotted for the training is sufficient.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e7.0%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e20.9%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e20.9%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e39.5%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e11.6%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eMost participants (69.8%) find the CRMEF syllabus overloaded, while few (7%) disagree. A large majority (83.8%) view the delivery as diversified through lectures, presentations, and workshops. Regarding training duration, 51.1% consider it sufficient, whereas only 27.9% feel it is inadequate.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section3\"\u003e\u003ch2\u003e4.1.3 CRMEF training Practicum\u003c/h2\u003e\u003cp\u003eIn order to examine trainees\u0026rsquo; attitudes toward the practicum, a list of statements was provided in the questionnaire. The highest agreement was for receiving constructive feedback (mean\u0026thinsp;=\u0026thinsp;4.1628), followed by the practicum enhancing teaching skills. The lowest agreement was for the statement that training center learning matches practicum experiences (mean\u0026thinsp;=\u0026thinsp;2.6977).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive Statistics of Trainees\u0026rsquo; Perspectives about the Training Practicum\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eI receive constructive feedback from the observer in the practicum.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e4.1628\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThe practicum enhances my teaching skills.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e4.1395\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eThe practicum offers opportunities to practice what is learned in the training.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e3.6279\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003ePracticum hours are sufficient.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e3.0233\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eWhat I have learned in the training center matches what I find in the practicum.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e2.6977\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\u003ch2\u003e4.1.4 CRMEF training assessment\u003c/h2\u003e\u003cp\u003eThe third section examined pre-service teachers\u0026rsquo; perspectives on training assessment using three yes/no items. Mean scores ranged from 1.51 to 2, indicating overall positive responses. Specifically, 95.3% agreed that the assessment aligns with the program content, while 88.4% and 88% were positive about the first and second statements, respectively.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eAssessment in the CRMEF EFL Teacher Trainin\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eS/N\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eQuestions\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eMeans\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003eYes\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003eTotal\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eAssessment in the training is done through various forms\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003e(written exams, presentations...)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e1.88\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e38\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e88.4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e11.6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e\u003cb\u003e100\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eThe Practicum is part of the assessment.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e1.86\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e37\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e86\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e14\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e\u003cb\u003e100\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003eAssessment is aligned with the program's content.\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e1.95\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e41\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cb\u003e95.3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u003cb\u003e4.7\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u003cb\u003e43\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e\u003cb\u003e100\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\u003ch2\u003e4.1.5 Improvement of the EFL Teacher Training Program\u003c/h2\u003e\u003cp\u003eThis item used two checkbox items to explore pre-service teachers\u0026rsquo; suggestions for improving EFL training at CRMEF Beni Mellal-Khenifra. The first item identified areas needing improvement: content was most frequently\u003c/p\u003e\u003cp\u003eselected (76.74%), followed by practicum (26 participants), while feedback was the least chosen area.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eAreas that Need Improvement\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eNumber of answers\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eRate of response in percentage\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eContent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e33\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e76.74%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003ePracticum\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e26\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e60.46%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eContent Delivery\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e17\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e39.53%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAssessment\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e13\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e30.23%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eFeedback\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e11\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cb\u003e25.50%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe second item explored actions to improve the training program. The most suggested action was allotting more time to the practicum (34 of 43 participants, 76.06%). Reducing syllabus content and providing feedback after the practicum were next (41.86%), while changes related to assessment\u0026mdash;modifying assessment methods and providing feedback after assessment\u0026mdash;were the least selected.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eActions to Improve the Training Program\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber of\u003c/p\u003e \u003cp\u003eanswers\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eRate of response in percentage\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAllot more time for the practicum.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e34\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e76.06%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMinimize the content of the syllabus\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e18\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e41.86%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eProvide feedback after the practicum.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e18\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e41.86%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAllot more time for the training.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e16\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e37.20%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eChange the way the content is delivered.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e15\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e34.88%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eChange the way of the assessment.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e20.93%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eProvide feedback after assessment.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cb\u003e20.93%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e4.2 The Semi-structured interview\u003c/h2\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e4.2.1 Training syllabus\u003c/h2\u003e\u003cp\u003eThe interview revealed that while the training syllabus is overloaded, it remains highly beneficial. One participant noted that despite the heavy content, the modules\u0026mdash;especially those allowing demo-lessons and practical application of theory\u0026mdash;were effective and provided significant learning benefits.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\u003ch2\u003e4.2.2 Training duration\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAlthough the training is effective, most interviewees felt that six months is insufficient to fully acquire\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eknowledge and practice, limiting their preparation for effective teaching.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003ch2\u003e4.2.3 Practicum experience and duration\u003c/h2\u003e\u003cp\u003eAll interviewees without exception found the practicum highly valuable for developing teaching skills and experiencing real classroom settings. However, they unanimously recommended extending its duration, as current\u003c/p\u003e\u003cp\u003eopportunities to teach were limited and often insufficient for fully applying theoretical knowledge.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\u003ch2\u003e4.2.4 Assessment and Feedback\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eMost interviewees reported that the assessment methods used in the training are diverse and effective,\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eaiming to evaluate trainees\u0026rsquo; progress from multiple angles. They highlighted that assessments include assignments, presentations, classroom participation, exams, portfolios, and even a regional exam, allowing each trainee to demonstrate their strengths in different areas. Regarding feedback, participants generally described it as positive and constructive, particularly during training activities, helping them identify areas for improvement. However, a common concern was the absence of feedback after exams, which left trainees uncertain about how well they performed and which aspects of their learning still needed development.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003e4.2.5 Improvement of the CRMEF Training Program\u003c/h2\u003e\u003cp\u003eThe interviewees acknowledged that the CRMEF training program is generally effective but identified areas for improvement. They emphasized the need to extend the overall duration of the training, particularly the practicum, to allow more hands-on experience with real students. Additionally, they noted that the current schedule of two three hour sessions per day is overwhelming, making it difficult to maintain focus throughout the training. Some suggested extending the program to eight or nine months without adding extra content, which would help reduce stress and allow trainees to benefit more fully from both practical and theoretical components.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThe findings from the quantitative and qualitative instruments used in the study, focusing on the effectiveness of the CRMEF training program and potential areas for improvement. The results indicate that most participants perceive the CRMEF training program as effective, with positive attitudes towards its overall effectiveness.\u003c/p\u003e\u003cp\u003eKey aspects of the training program were evaluated, including the syllabus, content delivery, training duration, practicum experience, assessment, and feedback. Participants acknowledged that while the syllabus is beneficial, it is also overloaded. The delivery of content was well-received, and participants expressed a desire for an extended practicum period to better apply theoretical knowledge in real-world settings. The assessment methods were found to be varied and aligned with the program's content, which is consistent with the literature emphasizing the importance of diverse assessment techniques (Soled, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1995\u003c/span\u003e; Sch\u0026ouml;n, 1983).\u003c/p\u003e\u003cp\u003eThe literature review highlights the necessity of balancing essential material with manageable syllabus content to avoid overwhelming trainees (Huston, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Effective content delivery can engage trainees and accommodate various learning styles (Hattie, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Rosenshine, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Tomlinson, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Furthermore, the practicum is crucial for developing practical skills and reflective capacities, as noted by Darling-Hammond (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) and Cohen et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). However, the findings also reveal a gap between classroom learning and practical application, which can hinder the development of essential classroom management skills (Meijer et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Yayli, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn terms of improvement, the findings suggest that the CRMEF training program should minimize content overload and extend the practicum duration. While the first hypothesis (H1: the CRMEF training program is effective) is confirmed, the second hypothesis (H2: the CRMEF training program can be improved by streamlining content, extending practicum duration, and incorporating more practical assessment methods) is only partially confirmed. The need for more practical assessment methods was not supported by the findings.\u003c/p\u003e\u003cp\u003eIn conclusion, the CRMEF training program in the Beni-Mellal Khenifra region is effective, but there are significant areas for improvement. The overloaded syllabus and insufficient practicum duration are critical issues that need to be addressed to enhance the training's effectiveness. The literature supports these findings, emphasizing the importance of adequate practicum time for applying theoretical knowledge and improving teaching skills. Overall, the study provides valuable insights for policymakers and educators to refine the CRMEF training program and better prepare future English teachers.\u003c/p\u003e"},{"header":"6. Study Implications, Limitations, and Future Research Objectives","content":"\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e6.1 Study Implications\u003c/h2\u003e\u003cp\u003eThe findings of this research provide critical insights into pre-service English teachers' perceptions of the CRMEF training program's effectiveness. While 58.2% of participants consider the training effective, several areas for improvement have been identified, particularly regarding the overloaded syllabus and insufficient practicum time.\u003c/p\u003e\u003cp\u003ePolicymakers should initiate a comprehensive review of the training syllabus to eliminate redundant or less critical content, thereby reducing overload and making the curriculum more manageable for pre-service teachers. Additionally, providing supplementary resources, such as online modules, can help trainees manage their workload more effectively. Extending the practicum duration is also recommended to offer more hands-on experience, which could be achieved by integrating more practicum hours throughout the training program.\u003c/p\u003e\u003cp\u003eCurriculum developers play a vital role in shaping the training experience. They should focus on essential skills and knowledge areas, prioritizing pedagogical techniques and classroom management skills that directly impact teaching effectiveness. Incorporating flexibility into the curriculum, such as optional workshops or elective courses, can cater to the diverse needs of pre-service teachers. Furthermore, better coordination between coursework and practicum activities is necessary to ensure a seamless transition from theory to practice.\u003c/p\u003e\u003cp\u003eTeacher trainers are crucial in delivering the training program and can make immediate adjustments to enhance its effectiveness. They should provide additional support to pre-service teachers, especially in areas where the syllabus is perceived as overloaded. This support could include clear instructions, extra help sessions, and fostering reflective practice through journals and peer discussions.\u003c/p\u003e\u003cp\u003eIn conclusion, addressing the concerns related to the overloaded syllabus and insufficient practicum time can significantly enhance the overall effectiveness of the CRMEF training program. By implementing the outlined recommendations, stakeholders can refine the training program, leading to better-prepared and more effective English teachers. Continued research into teacher training effectiveness will further contribute to the ongoing improvement and innovation of educational practices, ensuring that future generations receive high-quality education from well-prepared teachers.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e6.2 Study Limitations\u003c/h2\u003e\u003cp\u003e\u003cstrong\u003eGeographic Scope\u003c/strong\u003e\u003cp\u003eThe research focused exclusively on the CRMEF in the Beni-Mellal Khenifra region, limiting the generalizability of the findings. Future studies should encompass a broader geographic area to provide a more comprehensive understanding of CRMEF training across Morocco.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eSample Size and Representativeness\u003c/strong\u003e\u003cp\u003eThe study's sample consisted solely of pre-service English teachers from a single training center, which may restrict the applicability of the results to a wider population. A more diverse participant group could yield richer insights into the effectiveness of the CRMEF training program.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eData Collection Method\u003c/strong\u003e\u003cp\u003eThe reliance on self-reported data introduces potential biases, such as social desirability and memory recall biases, which may affect the validity and reliability of the findings. These limitations should be considered when interpreting the results.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eTime Constraints\u003c/strong\u003e\u003cp\u003eConducting the study within a limited timeframe may have restricted the depth and breadth of data collection and analysis, potentially overlooking important aspects of participants' perceptions.\u003c/p\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e6.3 Future Research Perspectives:\u003c/h2\u003e\u003cp\u003eThe findings highlight several areas for further investigation. Understanding the long-term impact of the CRMEF training program is essential for continuous improvement, suggesting that future research should adopt a longitudinal approach. Additionally, comparative studies with other teacher training programs could identify best practices and areas for enhancement.\u003c/p\u003e\u003cp\u003eAcknowledging the limitations of this study is crucial for interpreting the findings accurately. Future research should focus on broader geographic scopes, diverse participant samples, and longitudinal designs to deepen the understanding of pre-service English teachers' perceptions of teacher training programs in Morocco. By addressing these limitations, scholars can contribute to the ongoing dialogue surrounding effective teacher training initiatives in various educational contexts.\u003c/p\u003e\u003c/div\u003e"},{"header":"7. Conclusion","content":"\u003cp\u003eThis research provides a comprehensive analysis of future educators' attitudes and opinions regarding their professional preparation through the CRMEF (Centre R\u0026eacute;gional des M\u0026eacute;tiers de l'\u0026Eacute;ducation et de la Formation) training program in the Beni-Mellal Khenifra region. The study aims to enhance the effectiveness of the CRMEF training in Morocco, ensuring that pre-service teachers receive beneficial training that supports their careers. The findings serve as a roadmap for policymakers and curriculum developers to improve the educational landscape in Morocco.\u003c/p\u003e\u003cp\u003eThe primary objectives of the research were to explore the perceptions of pre-service Moroccan English teachers regarding the effectiveness of the CRMEF training program in terms of content, practicum, and assessment, and to propose recommendations for enhancing the program's effectiveness. An exploratory mixed-methods research design was employed, utilizing both a questionnaire and semi-structured interviews to gather data. The questionnaire was completed by 43 participants, while 7 participants were interviewed. Quantitative data were analyzed using descriptive and inferential statistics in SPSS, and qualitative data were analyzed through content analysis.\u003c/p\u003e\u003cp\u003eThe findings reveal that the CRMEF training program is generally perceived as beneficial, particularly in pedagogical theory. The structured curriculum, which integrates theoretical knowledge with practical teaching experiences, is appreciated for its comprehensive approach to teacher education. Many respondents emphasized the value of the immersive teaching practicum, which enhances their confidence and competence as future educators.\u003c/p\u003e\u003cp\u003eHowever, notable concerns were identified. While the theoretical components of the program are robust, there is a clear need for more practical, hands-on training, especially in real-world teaching scenarios. Additionally, some pre-service teachers expressed a desire for more personalized feedback and mentorship from experienced educators, indicating that increased interaction between trainees and mentors could enhance the training experience. The lack of feedback after exams left many trainees uncertain about their areas for improvement.\u003c/p\u003e\u003cp\u003eIn conclusion, although the CRMEF training program is widely regarded as effective in preparing pre-service English teachers, several enhancements are necessary to better meet the evolving demands of the education sector. Addressing concerns such as increasing practical training opportunities and enhancing mentor-trainee interactions will further solidify the program's position as a leader in teacher education. The study's findings provide a roadmap for continuous improvement, ensuring that future cohorts of pre-service teachers are well-equipped to inspire and educate the next generation of students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e- No funding was received for conducting this study.\u003c/p\u003e\u003cp\u003e- The authors have no relevant financial or non-financial interests to disclose.\u003c/p\u003e\u003cp\u003e- The authors declare that they have no competing interests.\u003c/p\u003e\u003cp\u003e - This study was approved by the ethics committee of Sultan Moulay Slimane University, Faculty of Letters and Human Sciences, Beni Mellal.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eInformed consent\u003c/strong\u003e\u003cp\u003e- was obtained from all participants.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eIlyass Eddaif designed the study, collected and analyzed the data, and drafted the initial manuscript. Pr. Zanzoun Mustapha supervised the research, provided critical feedback, and contributed to revising and finalizing the manuscript. Both authors read and approved the final version of the manuscript.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets collected and analyzed during the current study are not publicly available due to confidentiality and participant privacy, but summary data are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAttawell K, Elder K. (2006). \u003cem\u003eGood Policy and Practice in HIV \u0026amp; AIDS and Education\u003c/em\u003e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAvalos B. (2011). 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Teach Teacher Educ. 2008;24:889\u0026ndash;900.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"CRMEF, effectiveness, training, pre-service teachers, improvement","lastPublishedDoi":"10.21203/rs.3.rs-8144546/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8144546/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e This study aimed to explore pre-service teachers' perspectives towards the effectiveness of the Regional Center for Education and Training Professions training program in Beni-Mellal, Morocco. An exploratory mixed method design was employed, utilizing an online questionnaire and semi-structured interviews as research instruments. The online questionnaire was completed by 43 pre-service teachers, and 7 participated in interviews. The findings indicate that pre-service teachers view the Regional Center for Education and Training Professions training program as effective. In particular, its content is delivered through various methods. Teacher trainees hold positive attitudes towards the practicum, stressing that it provides them with constructive feedback and enhance their teaching skills. Regarding the training assessment, participants deem it as diversified and aligned with the training content. However, participants also reported that the training syllabus is overloaded and the time allotted for the practicum is insufficient. Moreover, pre-service teachers proposed that the content and practicum areas of the training should be improved. They also suggested that training content should be minimized and more time should be allotted to the practicum and training in general. These findings suggest that policymakers, curriculum developers, and teacher trainers should consider revising the training program to streamline content and allocate more time for the practicum.\u003c/p\u003e","manuscriptTitle":"Reimagining Pre-service Teacher Training: A Case Study from CRMEF Beni Mellal–Khénifra, Morocco","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-20 15:21:43","doi":"10.21203/rs.3.rs-8144546/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e0104a39-e1d9-4545-9194-4109b8197fc7","owner":[],"postedDate":"November 20th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-21T10:39:03+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-20 15:21:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8144546","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8144546","identity":"rs-8144546","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}