Mazouak Abderrazzak

To ensure the continuity of the training activity within the framework of the specific precau-tions for the Covid 19 health crisis , the regional centers for training and education profes-sions, such as universities and schools, have radically reversed their training strategy, from face-to-face training to alternating training mode known as `` hybrid training mode '', the training of which is provided remotely one week and face-to-face during the following week and vice versa. In this sense, digital platforms of social networks and videoconferencing soft-ware have been mobilized to succeed in the mission of trainers.  The objective of this article is to verify the contribution of videoconferencing software '' on training practices on the one hand and on the development of trainees' skills on the other hand, in order to trace a training methodology based on technological choices aimed at guar-anteeing maximum socio-professional performance. Finally, we confirm that despite the satisfaction of the majority of trainees 87% with respect to the advantages of videoconferencing tools in the process of assessing skills, technical, spa-tiotemporal and organizational disparities were noted among trainers compared to the use of digital tools in the evaluation (only 53% agree), or also in relation to the transition from one technological choice to another. 

The Moroccan education system has undergone several reforms in recent years, thus concluded by the strategic vision, especially project 9 which has valued the continuing training of educational actors and framework law 51-17 in articles 34 and 35 which valued the continuous development of skills of teachers in Morocco, In this perspective the Ministry of National Education has reserved significant budgets to operationalize the continuing training of teachers on the one hand and it is committed to a Moroccan-American partnership within the framework of the Millennium project Challenge Account-Morocco. By committing to the establishment-challenge project, the ministry has set up a set of priorities, in particular the operationalization of the digital strategy for schools declared by decree 2.20.474, thus benefiting from the contribution of digital and while trying to overcome some constraints related to face-to-face training, a new regime that is continuous online training is implemented, it is the e-takwine platform. In addition, given the interest that evaluation represents for maintaining and improving the quality of a digital training device, we opted in this research, by evaluating the technopedagogical modality of e-takwine reserved at the start of the continuing training of novice teachers in Morocco and then developed for the training of all second cycle teachers from the start of the 2021-2022 school year. The sampling of our research is represented by 362 professors from the region of Fés –Meknes belonging to two different teaching cycles, and who followed their training for three months in six training modules in a more or less assiduous manner, Similarly, to conduct our survey, we administered two online questionnaires to participating teachers, in order to judge the functionality and ergonomics of the platform being researched. Finally, confirming to us that despite the satisfaction of the majority of participants with respect to the functional quality and the contribution of the device, some difficulties were noted at the levels: technical (compatibility, accessibility), functional or even with regard to technological knowledge.