Senate report on the species: a detailed observation but blind spots Senators had formed early in the school year a «fact-finding mission on the higher schools of the teaching and education» whose rapporteur Jacques-BernardMagner.

Senate report on the species: a detailed observation but blind spots Senators had formed early in the school year a "fact-finding mission on the higher schools of the teaching and education" whose rapporteur Jacques-BernardMagner. This mission has delivered its report. Before going into the details of that document a hundred pages entitled "The Year I of hope: a structural site," it should be noted that as there had been two other bodies that must make or have submitted their conclusions on the same subject. First an "observatory training" internal to the FSU who offered an assessment in late May. Then a "monitoring committee" chaired by the Rector of Grenoble (and former host of the reform) Bernard Filatre. The committee is set for a period of three years and present a first report in the summer of 2014. The senators interviewed many people, made some trips and they provide a voluminous report. They make sure the proposals gathered early in the report including the development of pre-recruitment. But this facility should not stop reading the rest that provides a fairly detailed account of the situation of hope after a year of implementation. But for the committed player that I am, who reads this report having been involved in the consultation for the overhaul, was present at the launching conference in July 2013, and especially working in training "time share" for eight years, we can also deliver a lecture "hollow" of this report. And see oversights, blind spots and biases in the analysis … Keeping in mind that ultimately the real challenge of this reform is to equip teachers and all education personnel to better fight against inequality and school failure. A compromise wobbly from The report ESPE welcoming students licensees who are destined for careers of the teaching and education, "must become a place of overcoming old ideological contradictions between the teacher training institutes and universities. and he called for a "paradigm shift" but forgetting that the very structure of the species is the place of a shaky compromise that makes it difficult overcoming contradictions. Indeed, it is worth remembering that two positions s ‘faced at the conciliation for the overhaul during the summer of 2012. on the one hand those who defended the idea of ??a competition set late license and who advocated the formation of autonomous schools that support for two years generated professors students cramming pressure. on the other, those for the maintenance of the contest at the end of M2 with training in universities. The compromise, inevitably flawed, led to schools "components" of universities and a competition placed at the end of M1. There is therefore a training remains "polluted" by the competition and the logic of cramming and schools struggling to find their feet and their means as they are embedded in academic logic being completely remodeled. The report does not mention this compromise and we even welcomes it the commitment to universities supposed to guarantee a more rigorous training. Although there are reports that some hearings (including that of Antoine Prost) strongly relativized critical IUFM. However, one can read between the lines that problems seem to remain attentive reader that appear as the result of these ambiguities. the crucial question of how such it evokes (human and financial) and the difficulty in a complex governance structure to organize the signs and sustainability of resources and the "economic model" of training. Senators even seem to advocate greater autonomy for Espe. They found that the elevation of the species to the rank of a component of a retort (Community universities and institutions) is the best solution to end when the problems are more important however as dependent on a university. A long passage on school governance also shows the difficulty in setting up the structure if the situation can vary from region to region. The report notes that "the establishment of ESPE is undoubtedly complicated by the reconfiguration of the academic landscape in several academies" Especially that "the reform was implemented at accelerated pace" and it will require the adjustments again in years to come. The commitment to maintain a double validation with both a contest and a master’s degree also leads to perverse effects. The senators note it without too dwell workload faced by students during these two years: Preparation of competitions and year master M1 internship responsibility and validation master M2. Another perverse effect is the existence of "received-glued" whose Senate mission is concerned about the fate that awaits them. A clash of cultures Espe The installation continues "to face a number of well established strengths and cultures," the report said citing the university on the one hand and "former IUFM" other. It is recalled that should have been also mention the strong presence of inspection staff in some areas and term personal continuing education of local education authorities. In a very proactive way the report wants the schools could therefore "become a place of overcoming old contradictions". And ‘for this, we must work to build a school spirit that everyone shares beyond the crafts, cultures and business practices. " Of course, some species are exemplified as having already implemented this common spirit. This is particularly true of the ESPE Clermont Ferrand that appears almost as a model to the report. But in many others we see that the road is still long. Pluricategorielles of teams of trainers are created slowly but each often remains in its respective field. As recommended in the logic of alternating training, to ensure that the "guardians" are also academics and institutions can go visit the trainees would be an important step forward in the evolution of cultures. The culture shock, it is also in the idealized representation of university education and conversely a little biased representations of the culture of teachers. One can thus read the turning of a page, a sentence that is breathtaking, "It may not be teachers in the field who will pass on their capacity this perpetual questioning of their knowledge and their teacher positions. Reflexivity is however a practical consubstantial with academic training of high level. It is stimulated by the confrontation with the contributions of research, which only universities can provide access. "We would understand! Who will train teachers? "The mistake not to commit lies in the recruitment of" field training "above ground, which would now only nominal links with schools and institutions. We can irrigate the formations of the species and bring their experience without being part of its permanent staff. "When you read such a recommendation in the report is that" timeshare "for eight years, was a mixed reaction. First, of course satisfaction for the recognition of the contribution required teachers "Field" (despite the sentence quoted above about the difficulty in having reflexivity!). But also a distrust of the solution. For what get homework help
is mentioned is, on the model of "master trainers" in the primary to create a pool of "academic training teachers" (AFP) for the second degree. Forgetting that "shared time" still exist despite the current developments that make this status more and more difficult to live. But above all, the good idea of ??AFP may be misguided by serving as recycling means other obsolete categories and because their mode of appointment may be marked by cronyism and dictated by the inspectors. Is it enough to be seen by an inspector to be a good trainer? The report briefly discusses much the case with other stakeholders including academics and full-time trainers former IUFM to indicate that recruitment must evolve and adapt. It also cites the personal direction and inspection. A paragraph also evokes additional associations School meeting in the Cape but for that today their presence is low and "slow progress" despite the stated intention in the texts. Who will train the trainers? "In the same way that teaching is a profession that is learned, form is also a craft that can be learned. "This statement of the report led to the recommendation to access the Masters level more trainers and raises the question of the establishment of a real training of trainers policy. For now, the speakers from the Ministry of Education are usually recruited on the basis of their expertise only teaching us the report said. But one might add that the same is true for higher education teachers with expertise in the educational field to be demonstrated. A point which does not appear in the report is that of training methods and devices. The issue is not only the effect of the transmission of knowledge but also the way in which teachers are trained as this obviously has an influence on modelisante teacher practice then. We teach as was formed … Points to be monitored and the blind spots "points to watch" in the language techno discovered at the launch of hope mean that these are challenges that remain to be resolved. It is aware, but it is not yet won. The report mainly two landmark. It is primarily the creation of a core or a "common culture". If the training takes place in the context of MEEF masters (the teaching of business education and training) that remains in the second degree structured around academic disciplines and educational UFR. And it was very difficult to get in there and transverse common professional skills in a common culture. The report points out that there is still some way to go. Vigilance so … The other element that raises questions can be summarized in one sentence from the report: "a number of accreditation applications projects have struggled to demonstrate effective backing of MEEF masters the means of the search for ‘inclusive university and insufficient linkage between research and field practice. "The reference (or reverence) to the university in the construction of species based on the idea that it is there that should be an introduction to research only guarantee of reflexivity and rigorous training. Except that for now it remains too far from action research and training support. We can also mention the deficiencies in the report and that speak volumes about the risks of blockages or incompleteness of training reform. If the report covers the Schools, we can still be surprised that the issue of competition is not addressed so that they have a structuring effect on training. If the models of competition have evolved and what is evaluated upstream determines what is taught in M1, these developments remain very modest and highly variable competitions and disciplines. One can also wonder whether the move towards more competition professionalizing not as means changing juries of these competitions. Another blind spot is in the last letter of the acronym. Schools relate professorship and "education". Does this term has been added to include only the CPE in training or as, hopefully, provide training beyond mere teaching to the whole education sector as a whole. At a time when the reform of school timetables patina and risk going to a version at least, it is not insignificant to note that the species retreated for the moment on the only teaching and still very "scolaro-centered "and forgetting that it is in a more holistic approach to education that is also located the fight against inequality. We will end regretting that the word "pedagogy" appears so little in this report. many didactic It speaks of knowledge, research, there is a long development on digital, but there are few addresses the question of pedagogy. Both in the training of teachers in the content taught. You can see the effect of the compromise that all this structure reform and continues to articulate the formation primarily around disciplinary contest fairly compartmentalized. Despite the willingness somewhat performative and incantation to build a "common culture", future teachers will have little opportunity to work together as a team, in partnership and interdisciplinary Now, repeat to end, this is a large design a teacher and a more open approach to knowledge we can fight more effectively against school failure and a more just and effective school. Philippe Watrelot This work is licensed under the terms of the Creative Commons Attribution License — Noncommercial — Share in Same Conditions 3.0 France. Posted by Watrelot to Saturday, June 14, 2014

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