Teaching practices based on the competency-based approach

The competency-based approach is crucial in the teaching process. It requires not only a change in the curricula but also in the pedagogy and practices of the pedagogical actors. The objective of this work is to analyze teachers' practices to understand better the complexity of the role of the trainer and its impact on the problem of skill acquisition. This is a descriptive study with an analytical aim. The study population comprised permanent teachers from the Higher Institute of Nursing Professions and Health Techniques of Rabat. Data collection was done using a questionnaire. Numbers, relative frequencies, and averages were analyzed using the SPSS version 20 program. The study aims to analyze teaching practices to understand better their role in acquiring competencies according to the competency-based approach. The study's results showed that the average age of the study participants was 34±3.8 years, and almost half of them (48.29%) had a long teaching history. In their practice, half of teachers do not plan their lessons according to the CBA. A percentage of 43.10% of teachers say they link theory and practice to attain and integrate skills and specify that they diversify teaching and learning activities and methods. Complex situations are sometimes created by 34.48% and often by 22.41% of the participants. The negotiation and creation of projects are sometimes practiced by 37.93%. Also, 24.14% of respondents always consider the learners' previous knowledge when developing new learning. Only 34.48% of teachers ensure that information and communication technologies are always integrated into teaching and learning activities. The main difficulties reported by teachers in the practice of the competency-based approach were the absence of a competency-based curriculum, the lack of training on the competency-based approach, and the non-adoption of active pedagogy due to a lack of materials and logistical means (37.5% and 29.17%, respectively). The competency-based approach allows for developing and training health professionals. However, its implementation and success depend on establishing the conditions inherent in its application, and the Department of Health should act in this direction.