The Montessori Pedagogy in Morocco: State of the Art from a Qualitative Perspective
Abstract
Alternative pedagogies have become international, and Montessori pedagogy has become widespread throughout the world, as there are Montessori schools in almost every capital city in the world. This pedagogy focuses on the child holistic. It requires a positive, caring attitude from the educator toward the learner/student, making the learning method playful and entertaining, thus yielding better results in terms of performance and teaching. As for our country Morocco, and according to the literature review studied, the existing studies remain limited in this sense, to address this limitation, this article presents a state of play of Montessori pedagogy in Morocco from a qualitative point of view, based on a semi-directive interview conducted with Montessori pedagogy instructors who belong to the following cities: Casablanca, Marrakech, and Tangiers. According to this survey, there are Montessori schools in the cities studied. Educators and mothers have recently become interested in this pedagogy. The instructors provide the training and ensure the transitional post-training phase to better adopt and practice this pedagogy. Several areas need to be adapted to the Moroccan context, including language, culture, and geography.
Keywords: Montessori pedagogy, the state of the art, Morocco.
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