Trainers’ Perceptions of Initial Physical Education Teacher Training within Moroccan CRMEFs: Preliminary Development and Exploratory Validation of an Evaluation Grid
DOI:
https://doi.org/10.17309/tmfv.2026.4.06Keywords:
initial training, PES trainee teachers, construct validity, reliability, professional practicesAbstract
Objectives. This study aimed to examine teacher trainers’ perceptions of initial Physical Education and Sport teacher training within Moroccan Regional Centers for Education and Training Professions and to provide preliminary evidence of the exploratory validity and internal consistency of a multidimensional evaluation grid.
Materials and Methods. A quantitative cross-sectional design was adopted. The sample included 125 Physical Education and Sport teacher trainers from five Moroccan CRMEFs. An initial pool of 38 items was developed based on institutional standards, the expected graduate profile, and the literature on teacher education and professionalization. After expert review, the instrument was reduced to 30 items. Principal component analysis with Varimax rotation was used as an exploratory procedure to examine the internal structure of the grid, while Cronbach’s alpha was calculated to assess its internal consistency.
Results. The exploratory analysis suggested a four-factor structure corresponding to the theoretical dimensions of the instrument: training program organization, pedagogical training practices, supervision and pedagogical support, and internship–CRMEF field articulation. After item purification, the final version included 26 items. Internal consistency was acceptable across all four dimensions. The final 26-item version showed acceptable preliminary psychometric indicators, particularly regarding its exploratory factorial structure and internal consistency. Descriptive results showed moderate perceived levels across all dimensions, with relatively higher scores for training organization and pedagogical support and lower scores for internship and CRMEF–field articulation. ANOVA results indicated no statistically significant differences between CRMEFs, with very small effect sizes.
Conclusion. The findings suggest relatively homogeneous perceptions among teacher trainers across the participating CRMEFs. However, the study does not assess the objective effectiveness of teacher training or professional outcomes. Rather, it provides preliminary exploratory evidence for an evaluation grid and highlights perceived weaknesses in the articulation between institutional training and field-based internship. Further studies using larger samples, confirmatory factor analysis, and multi-stakeholder data are needed.
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Copyright (c) 2026 Hamza Marzak, Mouhcine El Qryefy, Hanan El Faylali, Youssef El Madhi
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