Teacher Trainees’ Attitudes and Perceptions toward the Research Methodology Module: A Case Study of the CREMF in the Casablanca–Settat Region, Morocco
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This qualitative case study investigates the attitudes and perceptions of 110 teacher trainees at the Centre Régional des Métiers de l'Éducation et de la Formation (CREMF) in the Casablanca–Settat region toward the research methodology module integrated into their training. While trainees generally recognize the critical importance of research literacy for reflective teaching and professional development, many face significant challenges related to conceptual complexity, unfamiliar academic language, and limited prior exposure. These difficulties contribute to research anxiety and undermine the practical application of research skills. Moreover, trainees express ambivalence about the module’s immediate relevance to classroom practice, highlighting a pressing need for contextualized, accessible, and linguistically sensitive instruction. Drawing on thematic analysis supported by descriptive statistics, the study offers evidence-based recommendations for redesigning research methodology education to better align with trainee needs and the Moroccan multilingual and reform-oriented educational context. The findings contribute to the broader discourse on enhancing teacher education quality by fostering research competence within diverse sociocultural settings.
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