Exploring skills in the use of information and communication technologies for teaching (ICTE) among future French language teachers in the secondary cycle.

The use of information and communication technologies for teaching/learning purposes plays a key role in innovating and diversifying teaching methods. It is also important to make the learner active and motivated. Indeed, the effectiveness of the pedagogical integration of information and communication technologies depends on the teacher's mastery of these tools. The aim of our research is to examine and explore the competences in the use of information and communication technologies for teaching (ICT) among future secondary school teachers of French, who undergo their initial training at the Rabat teacher training centre. Our perspective is to verify whether the future teachers targeted have the skills required to integrate information and communication technologies into their lessons. course. To answer our problem, we opted for the hypotheticaldeductive approach and the quantitative approach. We relied on the questionnaire as a data collection tool. In its design, we specified a section containing questions on ICT literacy. We formulated these questions according to We formulated these questions according to the objectives of using ICT in the teaching/learning process, We formulated these questions in relation to the objectives of using ICT in the teaching/learning process, as outlined in the ICTE module in the initial teacher training programme. teachers. Analysis of the data shows that, firstly, the future teachers have at least one technological tool linked to the Internet and are used to these uses; they use them to search for or store information, exchange with colleagues or trainers and study. Secondly, all the respondents stated that they had received ICTE training during their initial training at the regional centre for education and training in Rabat. Thirdly, most future teachers thirdly, most future teachers justify their mastery of digital educational resources and their ability to thirdly, most future teachers justify their mastery of digital educational resources and their ability to integrate them into the classroom, which confirms our research hypothesis. And fourthly, we found that just fourthly, we found that just theminority of future teachers who had integrated ICTE into their practicum period while the rest did not use these tools because of the absence of computer equipment in the schools