المهننة في التكوين الأساس بالمراكز الجهوية للتربية والتكوين : المفهوم والأبعاد
This study aims to define the concept of professionalization and analyze its foundational dimensions in light of the educational policy frameworks, with the goal of highlighting its role in shaping a qualified educational teacher trainee capable of responding to the demands of professional practice and the transformations of contemporary school. Problem: To what extent does professionalization represent an effective alternative to the paradigm (theoretical–practical), and how do its dimensions contribute to improving the training of trainee teachers and enhancing their professional practice? Addressing the research question required the use of the descriptive-analytical method, which enables the clarification of the concept of professionalization and the analysis of its dimensions through the study of official documents and the examination of reform trends, in a way that allows for understanding how professionalization is represented within training policies and how it is positioned in educational discourse. Conclusion : The requirement of professionalization is no longer a circumstantial choice, but a necessity imposed by the challenges of the educational context, as confirmed by the alarming indicators related to the quality of learning and the limitations of training in meeting the requirements of educational practice. This calls for a restructuring of teacher training on a functional and integrated professional basis that enables educators to engage in effective, reflective, and reform-oriented practice. (Published abstract)