Professional Learning Communities

A Catalyst for Teacher Learning in Moroccan Educational Reform

Abstract

This article critically examines current educational reform initiatives in Morocco, particularly the "Integrated School Project" (ISP) and the "Pioneering Schools" (PS) initiative, through the lens of teacher learning. It reflects a global shift from the traditional notion of "professional development" to a more nuanced understanding of "professional learning," where educators are positioned not merely as recipients of training but as active agents in their professional growth. Drawing on theoretical foundations such as sociocultural learning and Professional Learning Communities (PLCs), the article posits Professional Learning Communities (PLCs) as a transformative framework that supports sustainable, context-sensitive teacher learning. A comparative analysis with Singapore's successful PLC model provides valuable insights into structuring localized, teacher-driven communities that enhance agency, collaboration, and innovation. While Morocco's reform projects signify a commendable step forward, their effectiveness is limited by a predominantly top-down implementation approach. The article argues that embedding PLCs within these initiatives can foster a more adaptive, ethically grounded, and future-ready teacher education system.