This paper is concerned with values education in pre-service teacher training programs in Morocco. Three institutions were chosen for the study: the Faculty of Education (FSE), EcoleNormaleSupérieure (ENS), and the Faculty of Letters and Human Sciences (FLSH). They are all affiliated to Mohamed V University in Rabat, and they host BA education tracks aiming at providing students with theoretical and practical background to prepare them for all professional challenges which relate to teaching in Moroccan schools. The study adopted an exploratory sequential design. Qualitative analysis of official documents that frame the philosophy of education in Morocco and semi-structured interviews with 5 semester 6 students or graduates were followed by collecting numerical data via a 30 items questionnaire to compare the findings and check for generalizability and transferability. While the results confirmed previous research regarding the high priority given to values education in Morocco, qualitative and quantitative data revealed that this is not explicitly echoed in the teacher training programs of the aforementioned institutions. Though these emphasize both theoretical and some practical aspects, contents related to values education is rare. The paper argues that (i) quality tertiary education should be holistic by including all the skills that graduates will need at the work place, and that (ii) good teacher training, when combining theoretical and practical knowledge, could minimize negative values- related phenomena observed in Moroccan schools.

Keywords : misbehavior, violence, Teacher education, socialization, ethics, philosophy of education, educational reform.