Teacher Training Dynamics: Positive and Negative Interdependence in Moroccan Training Centers

Abstract

This study explores the dynamics of competition and collaboration among trainee teachers at the Centres Régionaux des Métiers de l’Éducation et de la Formation (CRMEF) in Morocco. Given the increasing precarity in teacher training centers and the heightened emphasis on effectiveness and academic excellence, the research examines how these factors shape trainees' learning environment and professional development. Using Social Interdependence Theory, the study assesses how varying levels of competition and collaboration impact trainees' attitudes, behaviors, and overall performance, offering insights into their educational experiences and outcomes. The study employed an exploratory sequential design, beginning with data from two focus group discussions to develop a survey, which was then administered to 157 participants from three regional academies. The findings reveal high levels of competition at the CRMEF, contributing to increased stress and reduced teamwork effectiveness. However, trainees demonstrate strong collaboration in group tasks while displaying competitive behaviors during individual tasks. The study suggests that team-based assessments could mitigate the negative impacts of competition and enhance collaborative efforts.