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All Journal EDUMALSYS Journal of Research in Education Management International Journal of Education, Management, and Technology
Aboufirass, Radouane
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Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Materials Science & Nanotechnology

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Debate of Ideas and Proceduralization of Knowledge in Physical Education and Sport: A Powerful Vector for Pedagogical Innovation in STAPS Aboufirass, Radouane
EDUMALSYS Journal of Research in Education Management Vol 3 No 3 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i3.7748

Abstract

This study focuses on reflective learning in Physical Education and Sport (PE/Sport), alongside learning by action and observation, and examines how a debate of ideas (socio-cognitive conflict) within a group of students enables the construction of learning through the teacher’s pedagogical mediation. By verbalizing the problems encountered during learning situations and proceduralizing knowledge, students become able to learn autonomously and responsibly through self-management. This expected outcome is consistent with the overarching aims of competency-based pedagogy and the pedagogical orientations of the National Charter for Education and Training, which seek to train citizens capable of developing analytical and reflective skills and the ability to adapt. Control groups were established to allow comparison of outcomes, and at the end of the experiment, students in the experimental groups showed greater progress than those in the control groups. These results confirm the research hypothesis that learning constructed by students themselves through a collective project based on the verbalization of actions and problem-solving is more effective, both for students and for teachers.
Development and Validation of a Teacher Innovation Behavior Assessment Scale (EECI-E): Confirmation by Bifactorial Modeling Aboufirass, Radouane; Lotfi, Said
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.7343

Abstract

This study aimed to develop and validate the Échelle d’Évaluation du Comportement Innovant chez les Enseignants (EECI-E), a scale for evaluating innovation behavior in teachers using bifactor modeling within five Moroccan secondary schools and universities with regulated access. Drawing on Churchill’s model of scale development and measurement theory, the research followed a multi-step process involving item generation, selection, scaling, field testing, and refinement. An initial pool of items was assessed through exploratory factor analysis (EFA) with a sample of 290 teachers recognized for their innovative pedagogical practices across 17 institutions in five Moroccan cities. The construct validity of each emergent factor was subsequently evaluated. The results yielded a 24-item scale comprising four distinct dimensions: Design and Evaluation, Objects, Conditions of Achievement, and Intervention Strategy. These four dimensions accounted for 77.178% of the total variance, with strong internal consistency (Cronbach’s alpha α = 0.961) and high test-retest reliability (r = 0.922). Confirmatory factor analysis supported a bifactor structure, identifying a general factor that captures a teacher’s overall capacity to drive innovative instructional change. Model fit indices indicated satisfactory levels, supporting the robustness of the proposed scale. Despite minor limitations, the EECI-E scale demonstrates strong psychometric properties and can be applied in similar educational contexts to support ongoing quality improvement in teaching innovation.
Co-Authors Lotfi, Said