The Male Genitourinary & Prostate Examination

Meet Mark Sherringham,

Friday, December 12, 11h-11h30

After thanking him for the invitation to meet us, we have first of all reminded Sherringham Mark (DM) "history" of Call October 17 by emphasizing the concern in universities the measures provided for mastering and new competition as the magnitude mobilization (motions, text, etc..) cons cons its measures and the timetable. We gave him the call with the signatories (more then 950) and the letter to the General Inspectorate of history and geography. MS
any later stated that the mastering is a "lifting" the level that we can not deny that he is therefore a rising level of demand and there is no "drop level. All contests will be at Masters with two separate competitions for secondary (CAPES and aggregation). It also states that he will hear, on our part, no questioning of the "frame" of the reform itself and that we do not get why. It clearly reaffirm this position several times during the interview, or whenever we will challenge the reform itself. There he is, he tells us to hear "proposals". He tells us, finally, that we will receive a half-hour [as a number of questions we had prepared will not be asked].

We then addressed the issue of mastering recalling that the department's position that is to strictly separate training under the masters (the responsibility of universities) and recruitment (the responsibility of the employer, the Department of the IN) is not tenable since the contents of the tests determine a portion (MS takes us at once saying only part ...) content masters "teaching" which must of course prepare for competition. We emphasize that in these circumstances and given the specific requirements of preparing for the competition (such as the level of "license" for knowledge of all secondary school curricula to CAPES), the proportion allocated to " research "in these courses will often be reduced to a minimum, at best a half, which is particularly serious because it means" sacrifice "for this essential aspect of teacher training that requires clearly a longer time. We also note that the proportion allocated to the preparation of competition may be particularly "intrusive" in the multidisciplinary Masters (included in the framing of the DGES) for the preparation CERPE particular Masters often "carried" by IUFM .

MS says he takes "true masters", they are the responsibility of universities and any student can make a master and then prepare to take the examination. About our protest against the reduction of the dimension "research" in one semester due to the constraints of preparing for competition, he reacts quite strongly and argued that it poses no particular problem. He added that in all cases there will be contests whether or not specifically prepared. About the preparation for the competition PE, university can "build" or not on the hum. They "manage" as they wish, the problem is that they were not used to this type of training. It reaffirms the position that while it is important that the masters "are not confined to the preparation of competition": it is a matter of "balance" between research and preparation for competition.

We operate then the "training" by insisting on the abolition of the year paid internship training in which we reaffirm the need for a true professional. We argue that the "transfer" the masters of this form of vocational training courses, including practical courses accompanied (MS., but the practical courses work well together ..) does not replace the internship year and removed. We request a clarification on what education means "full responsibility" for the first year of the contest winners, we mean "full time"? On this last point the MS rejects consideration of the matter until later stating that by 2010, the date of establishment of new competitions, there is "still time", the agreement on the issue could be to June 2009. Actually he adds, part of the training is integrated Masters, it must articulate the discipline, the teaching and knowledge of the education system.
We turn to the question of tests. MS said that the decrease in the number of tests for the CAPES was negotiated long (about six months he says) with the CPU and CDIUFM and with the "teacher organizations signatories" with a balance (in not accepting such a proposal to reduce to 3 events). It emphasizes the multiplicity of projects discussed in this phase. The process of developing the test was done by MS, in conjunction with the "signatory organizations" from Working Paper (emphasizing the phrase "working document" ...). In respect of the overall framework presented as intangible it may still be adjustments each discipline since the storylines are still available papers.
We work on the place of the reflexive dimension in the tests (provided by the epistemology and history of the disciplines and that was an achievement of the deceased ESD for history and geography): under what conditions this practical dimension will be Does this in the contest? MS replied that this question is to see, "she Also future boards and he is, anyway, open to "proposals".
On the written tests - called discipline - we reiterate our opposition to what the competition program is defined by the set of secondary school curricula, arguing that requiring a "license level" for the "period" of Antiquity Today in history and in all areas of geography are strictly illusory. This issue of the competition program is it part of "accommodations" disciplinary mentioned repeatedly by MS? We ask for our share program small, the issues selected for this program may be restricted to "seat" on the labels of the curriculum. MS
first recalls that the CPU requested that there is no program and in other disciplines, the adoption of the whole curriculum as competition program poses, according to him No problem. There also may consider "proposals" and does not react negatively to a priori the idea of a "restricted". He stated that there will anyway "subjects zero and suggests that the development" final " tests will not be given until mid-January.
on oral lesson we will recall the failure of the first test version of the "didactic" (so-called professional) in 1992 and emphasize the oral test only "lesson" teaching and learning is the same scenario which prepares the test is likely to become, for students with no real classroom practice, an exercise of "didacticism" formal ... Where is the proper size and scientific discipline in this event do we ask? The model lesson aggregation internal (For his part called science) could it serve as a reference? MS defends immediately want to make this event a year of "didacticism" and leaves open (?) The possibility of a "reformulation of the test", confirming that the reference to internal aggregation (we specify: there are teachers who have already established a long teaching practice, which obviously changes the game for the educational part of the race ...) is a track. Again the answer is: make proposals (but still without touching the "framework" ...).
The latest questions are on trial with the jury maintenance (knowledge of the education system). We reiterate our position: The test has no place as a full oral qu'épreuve and its coefficient is "abnormally" high. What is the composition of the jury of the test (reference to "representatives of civil society")? Is it a jury or by subject "transdisciplinary"? MS states that "representatives of civil society" will be school principals, of NEI for example, that the composition of these boards is the responsibility of the President of each disciplinary panel, the President may even choose, for example for the CAPES of history and geography, heads of schools from this discipline ...
At the end of the interview MS reaffirms that it expects the "proposals" within the scope defined.

Christian Delacroix, François
Dosse, Patrick Garcia.

Sample Letter Request Price Reduction

GI & H G

Letter to the General Inspectorate of history and geography.
Copy the Ministers of National Education and Higher Education and Search

Mr. Dean of the Inspector General, Ladies and Gentlemen the inspectors general of history and geography,

At a time when many teachers are rallying and protesting against the haste with which is conducted the establishment the "mastering" of training and new provisions for the recruitment of teachers to defend training and effective recruitment and a high scientific level, we as teachers and researchers of history and geography express our concern and opposition to certain provisions for testing contests, provisions that we consider to be contrary to the goal of recruiting quality. These points are obviously not exclusive of other very important issues such as defense of the national character of competition and the requirement of a real-time vocational training for new licensees, but the provisions that we challenge our disciplines are more specific , history and geography, and teaching. It is for this reason that we appeal to you:

1 / we want above all else to strongly reaffirm the importance of our disciplines, history and Geography, training of students and their indispensable teaching throughout their schooling, for what they bring is irreplaceable for the training of scientific, cultural and civic-

2 / must be maintained in training and contest parity between history and geography, to history and geography the idea of a major and a minor referred to in the ministerial text is impractical and harmful, both subjects being, hitherto taught at parity

3 / all secondary school curricula (College, high school ... and post-baccalaureate classes!) Can not be the competition program. How can we seriously believe that an e-Candidate will gain control (one level license ...) in the history of antiquity to the present, and geography in all areas! We are asking for a restricted program, history and geography, and even though we may wish that these programs are competitive lightweight (less questions? "Questions revolving?, ...) Compared to the existing and that they are closer in their formulation of curriculum headings. Only such programs may allow a real work of acquiring thorough and thoughtful on the issues identified. In addition, the reflexive dimension provided by the history and epistemology of the two disciplines should be an essential dimension of competition (written and / or oral function in specific modalities that will be selected for testing). These programs aid must not sacrifice certain periods or areas of our disciplines.

4 / We believe that any oral test that is supposed to "educational or instructional (" lesson ") may not, without any real practice class, that eventually become an empty exercise and formal. If such a test was set up that would also mean the de facto exclusion of most academic preparation and oral ... juries! It must be very clear on this point, the Department chose to remove the year of dual vocational training for the es contest winner for budgetary reasons, there can be no question of trying to find a substitute for this training professionally with "internships" master (although not mandatory to pass the contest ...). No stage, as long as there is no substitute for classroom practice liability and reflection with the trainers on the practice. Wanting to believe otherwise is a dangerous illusion and a deception for students. Regarding the oral lessons of failure scathing of the first version of the event called Professional 1992 (courses in classes with "running records" and oral questioning on these cards) are clearly not learned . The contents of / oral tests can not be "simulated" lesson and must continue to exercise choice, problematization, organization of subject content - which also include the contents of the curriculum- and reflection on them.

5 / we may have been much surprised to accept an oral test of knowledge of the education system as a second oral examination for admission and a weight exorbitant because of its coefficient is granted. We also reject the presence in the boards' members of civil society, who are not staff education and training of National Education. This test, as expected, has no place in the competition, it could be more usefully integrated in training, under a pre-requisite for instance.

We hope that those who will perform in the future training and - perhaps? - Recruiting teachers of our disciplines will be heard and that the tests of future competition will be redefined taking into account the views of stakeholders.

Please accept, Mr. Dean, ladies and gentlemen the Inspectors General, the assurances of our friendly greetings,

NB. A copy of this letter is addressed to the Ministers of Education and Higher Education and Research.

If you agree with this text you can send an email with your signature at: lettre.ighg @ club-internet.fr

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Intervention Patrick Garcia in the Fabric of History

http://www.radiofrance.fr/chaines/france-culture2/emissions / fabriquenew /

Lamp Lighting Ceremony Quotes

Internships master teaching "(CAPES / PERC)

"Proposals" the Rector of the Academy of Versailles

SO: Job-shadowing PA: Stage practical support SR: Stage liability

• Practicum Observation: Support courses (mainly)

• Stage practical support: making progress in the classroom the teacher tutor who observes the sequence

Internship • Responsibility: full support of the class in the absence of the referent


Comment:

1 / One of the problems posed by this device is the S4. Indeed it is this course - in short - which should be the basis of oral and authorize a didactic questioning. Now what does it tell within 36 hours of teaching practice (high end)? The whole point of the course as did the neo-holders was to allow them, during a year, conduct a class, walk with students and develop on the basis of this practice thinking while in the other level (high school or college, by assignment) was the subject of a short course. Learning to teach is not passing the driving test!

2 / What about the other academies?

PG

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Tribune reform competitions education

Désossons mammoths and eat it!


A reform package may hide another. And in the middle of the road: school, college, high school, university ... The current campaign of job cuts for teachers, class closures, changes continuing programs and pathways prevent, despite their media, to accurately measure what's playing right now in the eye of the cyclone. The strategy is clear: to strike simultaneously in all directions, in all disciplines, to prohibit consideration of all, any joint mobilization.
On 13 October, after several weeks of selective consultation, the government released its proposed reform of the competitive recruitment of school teachers as well as secondary school teachers. In the process, universities are intimate the order to integrate this reform - in two months! - In their provision of training, although no specific context map has been provided by the department. The recruitment of teachers college and high school level Master (bac + 5), demanded on behalf of a European standardization and hope you can understand, however, is the state of dire consequences at all levels. Thus, the loss of the year paid internship which is returned to the training of Master, for its part the responsibility of universities and of course without development of public support system for students. More importantly, this maneuver resulted in the removal of a sandwich course where beginning teachers learn their craft while beginning to exercise it. Teacher ready to use upon recruitment: nice save on the budget! But again, we see the potential profile for schools to recruit future holders of Master education "even if they have failed in the competition. Such there will be double trouble: an initial training appears to be abortive and structural unsoundness of their status.
The content of the reform of competition now. Take the case of high school. Currently, discipline, CAPES each includes written and oral tests evaluated by a jury composed of teachers, trainers within the University Institutes for Teacher Training and Education inspectors. In the nature of the tests, as in the weight coefficients, knowledge is what matters most. What we expect from a student who is destined to teaching - but has never taught - if not necessarily demonstrate the quality of their initial training, including in terms teaching skills? Finally, all CAPES include a spoken " event on record "very demanding, where the candidate from a case study, must demonstrate its ability to reflect on the history of his discipline and challenges of teaching. But
in future competition, the share of knowledge expected at best only represent 40% of total coefficients, against 75 to 80% currently. Worse, the entrance examinations do not take into account. Most of the evaluation will take the form of a teaching exercise (doing a course) and a maintenance of knowledge of the education system and its institutions. As for the programs in each discipline? Simply those colleges and high schools. For some disciplines, why not, but for others, it can greatly worried. Take the example of History and Geography: The candidate must master in all humility the history of humanity from its origins to the present day world and space ... Again, we must decipher the real impact of the measure: not only we're going to a depletion of the disciplinary culture in the initial training (we will wait for a future teacher it has the general culture of a good high school student ...) but, in cascade, it is the dynamism of academic research - heavily dependent on competition programs in many disciplines - who will suffer. Similarly, the end of the linkage program of CAPES and the Agrégation means concretely that many universities are unable to ensure combine two separate preparations, will devote themselves exclusively to CAPES. Consequence: Students who have neither the opportunity nor the means to live near a university which will include candidates for both competitions will lose access to a path of excellence that leads to teaching in high school or university.
But then, if this reform is so compromising the level of skills of our teachers, why does the university takes action does not like one man against this project? The actions are numerous, although they are not always visible enough, but the ultimate success of corporate strategy, the paralyzing fear more than it releases: each university that does not begin with all forces in the implementation of this reform (known in the jargon of "mastering teacher"), could see the nearby university, more ready to submit his copy to the department, attracting students. We know that in some disciplines, competitions of instruction are led majority of students.
Thus, precipitated in a race with shallots, universities are becoming cannibals ...
The purpose of the current reform? It is clearly stated in the press release from the Ministry of Education and available on its website: "pass the competitive examination for teachers logic revalidation university level to a logic of recruitment according to the needs of employer ". What are the immediate needs of "the employer Education? Train and educate the better benefit the greatest number? Or streamline its operating costs in a purely accounting sense, to the detriment of the educational level of its teachers and their students? That is a matter of "institutional knowledge" that could be submitted shortly to the sagacity of candidates for teaching job ...

Damien Boquet, professor at the University of Aix-Marseille I / Institut Universitaire de France, a former board member of CAPES history and geography

Dubouloz Julien, lecturer University of Aix-Marseille I


Released in Mediapart dated October 29, 2008:
http://www.mediapart.fr/club/edition/lycee-en-chantier/article/291008/desossons- the mammoth-and-eat-it

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Message received November 5, 2008

Colleagues,
I can not put my signature to this text because of its shortcomings critical in my opinion: 1 °

allusion to "reform recruitment of teachers, "strange concept when a huge pan of teacher training and status of Public Service 1946 is annihilated

2 ° feigned naivete on" presence in [the jury] "representatives of civil society" in the jury, "even if the LRU has clarified the meaning given by the ministry responsible for this" presence "control of teacher training provided to employers' organizations, under their ancient claim, particularly compelling since 1968.

3 silence on attachment to a single, national competition. The sentence "The moratorium should at least allow the development of a clear national framework for new Masters prepared by discipline "can not even go that far: that would be the" maximum "? Academics have therefore launched a petition of the "minimum", surprising given the severity of the destruction process of the French university in progress. 4 °

silence on the issue of positions to be filled and their nature (see next point).

5 ° motion of a "moratorium on the implementation of the new provisions" coupled with the refusal to "take this position in the overall scheme of arrangement proposed by the ministry." It seems appropriate to consider as a "partner" well prepared by a ministry decree destroyed the foundations of the university and teacher training, but only on grounds of alleged "Precipitation" in the "About [ition]". One can only wonder at the silence "on the general economy [a] device" liquidating, among others, by decree of 30 October (the successive blows almost daily), the status of the 1984 teacher-researchers, decree which provides an answer to the question of future status positions (see above).

The moratorium would allow us to "participate in an emergency, an exchange of views and debate on the new Masters 'teaching' and how the new competitive examinations for recruitment of teachers." What competition?, CAPES disappeared? After this exchange between us, what shall we do when the department, which meant by regulation veto against any "exchange" will maintain its decree on the CAPES like all those who define "the general economy of" non- not "proposed" but he declared. We ask for more as the wife of Bluebeard time the executioner relying on the services of "Sister Anne"?

No lesson is drawn from the disappointments that have hosted the vain hopes placed by the organization SLR in the goodwill of the department, unfounded confidence that has paralyzed the resistance personnel. Opposed to liquidation of the French education system, I ask simply that a petition against the death of the unique competition and national recruitment of teachers to establish "at least" a clear list of objectives and actions of resistance. The pathetic appeal to "not be silent" unpropos accurate guess.

Thank you for disseminating the explanation of my refusal to sign the signatory colleagues.

Sincerely,

Annie Lacroix-Riz, professor, modern history, University Paris 7

Virus In Back Of Neck

Teacher training: a" business "liquidation

"The recruitment of teachers are will move from bin to bin plus 3 plus 5 "is to say, one level at a master license. Information is taken up by various media for several weeks. Great progress: two years of study plus two additional years of accumulated knowledge. Who will complain? future teachers are more educated are better able to teach their disciplines.
Okay, but that is false, completely false. We recruit teachers today are more in tray 3? No. Let the calculation: at present, after a license, so at most 3 tray, a student has the option-e to enter a contest of teaching, he or she will contest after months of intensive work to complement and deepen their knowledge in the discipline or disciplines, he or she teaches. In the best case, it is already four years to graduate for a successful competition. In reality, it is only the theoretical part of the competition because after this first year, former students become teacher-trainees are. They are paid and spend a year alternating between the University Institute of Teacher Training (IUFM) and classes in which they teach or they few hours each week. A busy year, too, perhaps, with multiple formations, a refresher scientist (especially for art-school teacher who must be multi-es), analysis of teaching sessions, teaching and contributions educational exchanges on their practices in classrooms, writing a professional report Currently ...
is therefore well at least after five years of advanced training that is entering the profession. Communicating the increased demands of training for teachers are not, therefore, a strictly accountant, but smoke and mirrors.
Another component of corporate communications: improving vocational training. What is planned? From the academic year 2010-2011, the future teacher-es-es will pass, during their second year of the Master, a new recruitment competition with theoretical written test, then the "oral examination for admission" with including a virtual teaching session presented to a jury. Until then, and worse, until the next school term, the future or e-teacher may never have crossed e of students in a occupational status: internships in institutions, who currently plays a key role in training, will be optional.
So after five years of study very theoretical - and very little professionalization - that new teachers are suddenly discover their new profession with a full-time service (eg for secondary education, at least 18 hours per week instead of 6 to 8 hours for a current e-training), with the help of an "experienced teacher" and with opportunities for training, but provided outside school hours and on the basis of volunteering. Of course, they laugh at us again, most importantly, we put the quality of education at risk. Any teacher-e, any trainer or trainer, knows that early in the trade are difficult, as the initial preparation of course is very heavy, that the link between practice and analysis of practices takes time, and that year of vocational training, as is the case now, is already very short.

The trap seems rude, but yet it works. Iron law of effective communication: simplicity of the message. The "plan com" Ministry of Education operates marvel leaking information, make a few announcements as spectacular trial balloons, let them settle the confusion between what is the rumor and the official about chasing "information" in another to feel dizzy and unions media, and especially to go fast. Emerge while a few "truths" simple, full of apparent common sense, and therefore more easily occasions. It is through this that untruths are spread gradually in the minds, thus validating a project that we believe will significantly degrade the training of teachers. It also allows the government to save money substantial - not a detail, it is even a purpose of the project - since, unlike the teacher-trainees are now paid during their training year, most prospective students will master finance their studies.
We do not criticize any a priori commitment to reform and that any system needs to reform permanently. We are well placed to know that the operation of IUFM and training of teacher-es can and should be improved. But it seems that the government project, kindly relayed by some media does in fact to weaken the public education system, that saves resources and that, behind a very effective communication plan, there is no real reform project.

Patrick Blancodini

Gilles Boyer

Pascal Clerc

Catherine Vercueil

Michelle Zancarini-Fournel (teacher-es at the University Lyon 1, IUFM of the Academy of Lyon)

Jenna Jameson About Her Pierced Nipples

A. COPPOLANI: OPEN LETTER TO MR YVES Poncelet, PRESIDENT OF THE CAPES OF HISTORY AND GEOGRAPHY

A M . Yves Poncelet
Inspector General of Education
Chairman of the Board of External Caps History-Geography

Mr. President,
Dear Colleague,

Universities are thinking about the future structure of the Masters to prepare students for competitive examinations renovated.

Several colleagues, academic or otherwise, arising already the question of the future composition of juries. In particular, the idea that the entire device would be to disconnect the training of Masters, within the University and IUFM integrated recruitment contest itself raises a legitimate emotion.

a time when it comes to bringing members of "civil society" in recruitment panels, It would be strange if the university are de facto excluded. Similarly, another danger is that juries make oral confined to specialists, academics or not, moreover, of a few disciplines (Sciences of Education, to cite one example) or some body.

Can you give us, at this stage of events, information on future juries? Quid in particular, academics currently board members Caps, HG in particular, and which was expected, in theory, they are committed for four years? Will they stop mechanically to the jury from the 2010 session?

For our part, we allow us to inform you that with many colleagues from the Universities Teachers or Lecturers, we strive to ensure that academics, including those not belonging to components IUFM are closely associated with the preparation of new events of speaking.

The answers you can provide us with beforehand is appreciated. They will help us organize in every sense of the word.

With thanks, please accept, Mr. President, dear colleagues, our cordial greetings.


Coppolani Antoine, Professor, Montpellier III. Corinne
Legras, Mistress lecturer in Geography, Rouen.
Dominique Chevalier, Lecturer in Geography Mistress, Lyon.
Amalvi Christian, Professor, Montpellier III. Celine
Borello TM Modern History, Director of the Department of History, University of Haute Alsace.

Biloghi Dominique, MC Modern History, University of Montpellier III.

Lerou Helena, PRAG at the University of Pau and Pays de l'Adour.

Jean-François Muracciole, Professor, Montpellier III.

Pierre Serna, University Professor, Paris I Sorbonne.

Jerome Bocquet, MCF History University of Orleans - IUFM Loire valley.

Frederic Abecassis, MCF, contemporary history, University of Lyon, Ecole Normale Supérieure LSH.

Patrick Garcia, MCF UCP-hum.

Corinne Bonafoux, MCF, University of Savoie.

Eric Chaudron, PRAG, IUFM / University of Nice.

Paul-Alexis Mellet, MCF, Modern History, University of Cergy-Pontoise / hum.

Helene Menard, MCF, Ancient History, Montpellier III

Edith Fagnoni, MCF of Geography, University of Paris4-Sorbonne - IUFM Academy Michele de Paris
Virol, MCF-HDR, Modern History, University of Paris Sorbonne-Paris IV-IUFM
LeBlevec Daniel, Professor, Medieval History, Montpellier III
Olivier Dumoulin, Professor, Contemporary History, University of Caen Basse Normandy.
Michel Fourcade, MCF, Modern History, University Montpellier III
Christian Daudel, MCF, Geography, University of St. Etienne.

Hamdoun Christine, Professor, Ancient History, Montpellier III

Christian Delacroix, PRAG History, University of Paris-Est Marne-la-Vallee

Véronique Gazeau, P. U. Medieval History, University of Caen Basse-Normandie

Colette Aebi-Zytnicki, Mcf Contemporary History, University of Toulouse Le Mirail

-Philippe Lardin, MCF, Medieval History, University of Rouen

Anthony Perez, MCF Ancient History, University Montpellier III.
Laurence De Cock, IUFM Versailles
Yannick Bosc, MCF, Modern History, University of Rouen IUFM
Pascal Ory, Professor, University Paris I Sorbonne
Bernard Legras, Professor in Greek History, University of Paris 1 Panthéon-Sorbonne
Yves Boquet, Professor of Geography at the University of Burgundy Secretary General of the Association of French geographers
Hugonie Gerard, Professor, University Paris IV-IUFM the Paris Academy

Jean-Luc Chappey, MCF Modern History, University Paris I Sorbonne

Romain Huret, Senior lecturer at the University of Lyon II, Member of the Institut Universitaire de France
Eric Vial Professor, University of Cergy-Pontoise

Gaël Eismann, MCF in Modern History at the University of Caen Basse-Normandie

Serge Brunet, Professor, Modern History, Montpellier III, "Vice-President the 22nd section of the CNU "

Chandezon Christopher, Professor of Ancient History, Christian Grataloup
Montpellier III, Professor of Geography, University Paris-Diderot

Gainot Bernard, MCF HDR Modern History, University Paris1 Panthéon-Sorbonne

Cécile Gendron , PRAG, IUFM Pacific
Gavignaud Genevieve Fontaine, Professor of Modern History, University of Montpellier III
Françoise Brunel, Professor of History at the University of Paris 1, Vice-President of the Scientific Council
Durpaire Francis, MCF History Contemporary, University of Paris I
Colette Verge-Depre Ranély, MCF, Geography, IUFM Martinique

Henry Eckert, MCF, History, IUFM Martinique

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Brief Reply by Laurent Colantonio (MCF, University of Poitiers-IUFM) Anne Lemonde about "lobby IUFM teachers'

Is it wise, to the point where we are, to stir as you made the tensions between universities and IUFM? Like you, I am a signatory of the appeal. I agree with most of your contribution. However, the critical rigor of the historian - as announced in the introduction to your text - no longer seems really operative when you write, without administering any evidence or argument to support serious about you, that "Lobby IUFM teachers" played a role in the implementation of the reform as it is presented to us today. I do not know what others think of IUFM signatories to the "Call Capes HG", but personally it makes me a bit spooky to be treated as such a pressure group whose existence, until 'to the contrary is proved, is more imagined than real. And you do not stop there! You add - always speaking teachers IUFM - that "the terms of the reform give them succeed" (really!) And a little further, that this "collusion" (nothing to it!) with political power is a way for them to "ensure the defense of niches [them] both positive." Around me, in the Poitou-Charentes IUFM particular, these teachers 'Machiavellian' is concerned, worried, some feel helpless and powerless against this looming on the horizon 2009, but none of them consider, to my knowledge this reform as an extravagant victory IUFM on universities!

Yes, we must continue to fight against this bad project to promote both academic research and training quality of future teachers. But if we want to achieve a positive result, even should he stop the bass attack us, who are ultimately the game department, and continue the fight together!

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Letter to Minister of National Education by members of the jury of history and CAPES Geography, July 7, 2008

At Mr. Minister of National Education

Chalons-en-Champagne, on 07/07/2008

Sir,

When the terms are redefined training and recruitment of secondary teachers, the undersigned, university teachers, secondary schools, preparatory classes, belonging to the CAPES jury of history and geography, would recall a series of principles that should, according to them, provide a framework for any reform of the CAPES
First, we denounce the eventual disappearance of the internship year for new teachers. This disappearance would mark a setback clearly: this course allows for a gradual entry into the profession and a true professional. Impose new teachers a weekly heavy, the first year, would be detrimental to students and teachers alike.
We stress, secondly, the need for a national framework and discipline for the new competition. That means a national program, national events and national jury single for eligibility and admission to all events, involving, as is the case now, teachers of universities, secondary schools, preparatory classes and members of the inspectorate. We also affirm the assessment of the disciplinary level must remain the basis of recruitment.
Consequently, tests of new Contest must:

- being a full disciplinary events;
- understanding, in their program of questioning and written and oral, history and geography at parity since both disciplines are taught in colleges and high schools;
- respect the diversity of fields and areas both history and geography, especially the four historical periods taught in secondary education and issues of geography thematic, regional and France;
- integrate reflexive provided by the epistemology, history of the disciplines and analysis of aims and content of the lessons of history, geography and civic education, constituent cultures historically and geographically.

programs of new competition can not be fixed once and for all. They may consist of questions revolving wide enough to encourage reflection of the candidates, with titles moving closer to those of second-degree programs, but also precise enough to assess their capacity to mobilize knowledge useful in a historical or geographical reasons .
We want these programs for a link theme is maintained with more specific questions of the program aggregations.
Similarly, and in order to promote the success of all candidates, we ask that these programs are published at the time of their enrollment in M1.

Please accept, Excellency, the assurances of our friendly greetings.

Signatories:
ABECASSIS Frederick ALAZARD Joelle, APRILE Thierry ARLAUD Daniel BADEL Christophe Barrot Penard-Mireille BLAIN Jean-Jacques, Patrick BLANCODINI, BLUA Veronique Jerome Bocquet, Borello Celine BOULAY Sebastian Bourassin Pascal, Catherine ARM , Brenneur Pascal, Dominique Briand, BRIOIST Pascal Nicolas CARRIER, castanets Véronique CHEVALIER Dominique, Jean-François CONDETTE, COPPOLANI Anthony COQUARD Olivier, Jean-Christophe COUVENHES OF Suremain Marie Albano, Christian DELACROIX, DELEPLACE Marc, Olivier Delmas, Dominique DESVIGNES, DIDIER-FEVRE Catherine , Jimeta Baboun-Armand, Françoise DOMINGUEZ, Stephane Dubois, Dufief Nicolas, Frédéric DUMONT, Olivier Dumoulin, Jérôme DUNLOP, Henry ECKERT, Ernult Boris, Jean-Christophe Fichou, Marie-Françoise Fleury, FREDJ Claire Gaffiot Emmanuel Gautier Alban GOMIS Stephane GOUSSOT Michel GUEDON Stephanie GUENIN Catherine WAR Stephane Guichard Lawrence INGLEBERT years, Johan Emanuel, JOYEUX Alain, KIRBIHLER François, LALOU Elisabeth, LASLAZ Lionel, LEGRAS Corinne, LEVEQUE Guillaume, LIMOUSIN Eric, LOISON Gérard, MANGIN Jean-Jacques, MARIN Richard, MAZERON Claire, MONGALLON Lila, PEVERI Patrice, PODVIN Jean-Louis, PONT Anne-Valérie, PROVOST Audrey, PROVOST Samuel, RÉGERAT Philippe, REGHEZZA Magali, RENARD-GRANDMONTAGNE Colette, RETAILLAUD-BAJAC Emmanuelle, ROBERT Bernadette, SAINT-GEOURS Jocelyne, SAUR François, SCHILL Pierre, SERNA Pierre, STEIN Christian, STROUCK Hubert, TERRIER Didier, THOUZET Anne, TOUS Josette, TRAN Nicolas, TRARIEUX Claude, VERCLYTTE Thomas, VERDO Geneviève, WAESELYNCK Roland.

Infected Melanomas In Grey Horses

CONTRIBUTION OF VERONICA LAMAZOU-DUPLAN (University of Pau and the Adour OF).

Je vous suis entirely on the following points and add a few remarks:
- I greatly regret the abolition of a real year of internship in liability (not a substitute for job shadowing or practical support)
- melting disciplinary requirements through the number and type of tests. A high scientific level is necessary for ease of future teachers who must dominate what they teach and learn effectively prepare a specific theme it will not necessarily be seen during the course of L or M1. - Some issues programs CAPES history and geography were sometimes too far from what a teacher would to teach the 6th at the Terminal. But do not give as good a knowledge requirement, level L, the content of college and high school programs, in many cases returned to the general culture. Specific questions, drawn from programs in colleges and high schools in the 4 periods in history, would know how to prepare and work a question in depth (see above).
- I am for myself, and others with me, shocked by the introduction of "civil society representatives on juries." That recruitment panels to contest EN incorporating actors of the education system, not only teachers, seems desirable for certain tests (eg knowledge of the education system) but would it be conceivable to suggest that lawyers, professors of 1st and 2d degree, business leaders and others sit on the jury of thesis that medicine or contests hospital medicine? That would shock the general public to propose equivalences ... Juries must remain composed by professionals of the education system.
- the national nature of assistance must be maintained, yet the text never says if the contest (it deals successively with the assistance of PE, now academic, and the CAPES / PLP / Aggregation, current national) if these contests will be national or academic. - Finally, the alignment of the number of events in support of the 1st degree and second degree (which is consistent with the melting of the disciplinary requirement) seems unsuited to the job of the future teacher ...
For all these reasons, I think only confirm without debate, without reaction, this text will soon prepare for the models of M (to December 2008 according to the circular) is precipitated, risky, carrying heavy negative consequences for students and the French educational system.

Main Tantei Nougami Neuro Doujinshi

CONTRIBUTION OF PAUL Stouder (IA-IPR Honorary)

Your call Contributions suggested to me the following proposals:

• internship training: to help students take classes in hand, one could start with a driving course accompanied by an experienced tutor, before providing them with classes in responsibility ;
• tests on disciplinary programs of secondary practiced in oral internal aggregation with mixed results, so that candidates teach in secondary schools, they will lead to a cramming and a very low requirement.
• Participation of representatives of society civil juries: one knows that everyone in his opinion on what should be taught in history (much more rarely in terms of geography) and the historiographical and epistemological are not the latest. Are there plans to ask representatives of civil society to sit in the contest of medicine or law? It confuses the social expectation with respect to education, expectation formulated by the legislature, and its implementation that is professional.
• Oral test of pedagogy and didactics: well that's a catch-all conducive to speak more or less agreed disconnected from classroom practice. The test of record would it unworthy? Instead, it has gradually imposed and has had positive impact on awareness by teachers of historiographical and epistemological issues.
• test knowledge of the education system: to know the history of the institution as the history of his discipline is necessary but only a discipline of training not own a domain to justify a specific assessment.

Vote Of Thanks Eample For Wedding Occasion

CONTRIBUTION OF ANNE LEMONDE (UNIVERSITÉ PIERRE MENDES-FRANCE, GRENOBLE II)

Issues a reform too fast CAPES

The following remarks have an ambiguous status: the fruit of reflection of a historian, it pretends to critically examine and, if possible, distant, a situation in which conjoin conflicts of interests and issues of broader scope. And at the same time, we do not deny by a vigorous pleading, that of an academic discipline which, as research discipline, it seems threatened by the reforms. However, defending the result of a more than secular, internationally recognized even today, can not be regarded as a mere "lobby" of the threatened community of academics, but would instead show some confidence before a record of which our institution did not blush.
in France and is a national originality, historical research is, since the sport has been recognized as a science, closely linked to the existence of "competitive examination" of education, especially secondary, but also, indirectly, primary. This follows a long tradition dating from the time the Jesuits expelled from the kingdom, were replaced by the colleges' aggregate of the university. " The phenomenon was not only increased in the nineteenth century. So much so that, with regard specifically to the history, when it was established in 1885, modern aggregation, the faculty was organized in new ways, in four academic periods, with accompanying chairs whose owners were responsible prepare candidates to questions about each of these periods. This is a French whose explanation lies in the very status of history in the definition of identity National after the defeat of Sedan. A dialectic effective then emerged that unites the three clusters related to the knowledge of history: social demand on the one hand, teaching the other hand, university research last. In this context, emerged a "French school of history" in the forefront, even before the First World War. Its prestige has not waned thereafter, although the last two decades of the twentieth century have a glimpse of some slowing in the face of developments in the historiography of Anglo-Saxon. Of course, this historic school has been questioned, also criticized for its excessive insurance, organization very Jacobin ... This shows at least the existence of mechanisms that, ultimately, ensure the democratic functioning of historical research with us, and this is commendable.
That is all that legacy lampooned the ongoing reform of the competitive examination for secondary teachers. Under the guise of "professionalism", the reform provides for: 1) remove the "specific program of assistance", replacing it with "programs at colleges and high schools" and the morning of a certain amount "of epistemology and history of the discipline "and 2) to delete" oral disciplinary "and replace it with a" scenario of education "and a" proof of knowledge of the education system ", 3) replace juries composed mostly academics by juries in "direct contact with the reality of schools and colleges." We will not stop here at the contortions of language, if not the language of wood, all this talk: About the exchange gives here teachers in the lobby of the hum. They had thought for a time pending lose their role as trainers and are doubtless reassured ... The terms of the reform give them succeed at the expense, not academics, but the discipline itself. That question will not debate, we can be quite certain; note, however, with foresight, the outcome of a power at once very poor in our midst. However, it is urgent to assess the consequences of such decisions and worry on the part of irresponsibility they contain. The remarks that follow may also be applied to other disciplines as history and geography. But it seems that the view of historians is especially revealing and frankly paradigmatic.

Let us first to one pole of the dialectic proposed above and, speaking of recruiting teachers of the Second Degree, that of teaching in colleges and high schools. By depriving the university of complete control of preparing the CAPES through reform "professionalizing" is likely to dry at the roots, everything that made the quality of French secondary education. Note straight away, because the issue is inextricably linked, that aggregation is not likely to overcome the evils of reform: the decrease drastically the number of posts in this contest is about to shut off access SLA and thus lead to the disappearance of all university centers in preparation for this competition.
In history, preparation for competition is (was) a year which included the candidates truly a "culture" as a historian, an identity, the manner, for example, the medical intern. This culture, what is it? To put it in a nutshell, it is of critical intelligence, which the historian says, in all modesty and with others, be a "professional." A critical intelligence that is the very foundation of democratic citizenship: far from declaring it the result of long training, tedious, involving ever academic rigor and intellectual obtaining the CAPES was like a coronation for the good student; ambition to disseminate as widely as possible in society, in the context of free and compulsory education was, without doubt, one of the greatest achievements of our republic. The translation "social" was one, long ago, the exceptional weight of history and geography in high schools and colleges, the third of the subjects after French and mathematics. Somehow, these very many teachers of history and geography are "price black hussars" in secondary education.
At the foundation of this critical intelligence, a method, that of the essay and commentary on documents, with extensive knowledge of "discipline" through CAPES 'old', and indirectly in the formation of secondary students, it was just a characteristics of the French spirit, accompanied by a general culture touted around the world. With the reform, the death knell has sounded the comment document and, without doubt, the essay with him. Behind the classics and La Princesse de Cleves, media-derided by our president, is a culture critic who will descend, no doubt mourned by a few malcontents. We can always accuse them of humming the same refrain about "the decline in the standard" we must nevertheless realize that we are dealing with something else and that we are indeed witnessing the sellout of a long legacy, legacy reactionaries are not alone in judging value.
We talk about professionalism, he would still know what you mean ... there was and is still in it lies the great professionalism of teachers of history and geography: a disciplinary culture very demanding, rigorous method which is inseparable. Speaking of professionalism by asking to recite a punt scheme ("the knowledge of the education system") without any critical intelligence, or thinking "to position" of very young students and, by definition, not experience, is at best naive. In any case, but an evil one who will tell us, finally, what is " professional "in knowing by heart the soundtrack of the year or the preaching of time on teaching duties. This is not serious and will never be, at best is this collusion, any cyclical, between a political-media display and the allegedly liberal advocacy niches favorable for certain categories of trainers First keen to stay where they are. And basically, are deported back to back the "real professionals" and scientists: the first would be in reality (ie the professional, supposed to be entirely contained in the teacher training institutes ...) the latter of dreamers out of time. Are we to understand that color scheme, accented with pretty arrows upward, describing the "system of education today is more real than a historian's research on the origins of national sentiment in France from the fifteenth century? Reality of a teacher today, what is it? It is a commuter college where violence and integration difficulties are daily. To confront it, not worth it not better to have thought seriously, which you master the scientific method, the question of identity rather that knowing the meaning of acronyms SMS, STI or STT? More generally, what are we critical to leave to our children for real political discourse of those who govern us?

If we now place at the other end of the chain of "genesis of historical knowledge, the universities, things can be said without makeup and without shame by teachers and researchers: a reform allegedly" professionalizing "of CAPES deprive historians of the most challenging aspect of their university education and ultimately the purpose of their task more directly engaged in" social demand "The trainer. Certainly, it must be rethought, perhaps enlarged, but of tackling the heart of any institution whose results are evident, may seem at the very least reckless. Through a complex process, the French historical research, high quality, is actually funded indirectly by the massive recruitment each year, many teachers of history and geography in colleges and high schools. In this recruitment, teacher-history researchers found their immediate social recognition and that this justified the French university has a large number of lecturers and professors of history, much larger than the foreign universities. And so, and only thus, that historical research has been French access to the successes we know it: the work of a group of people large enough to make effervescing mass and grow and dynamic projects.
The process is complex as this fact is not a coincidence or a well-dated appropriate lobbying: it is the result of a genuine social project, which made the story a centerpiece of our national identity, a finding which could only be performative and thus take of profound pedagogical implications (see the corresponding volumes of places of memory). Over the twentieth century, this link between congenital historical research and teaching was regularly revived, and last place in the early 90s, when recruited in the last great wave, many faculty members. We can redesign it, update it in a way perhaps less artificial than twenty years ago by anchoring more in the modern economy, the profitability criteria: for example, it is not absurd to imagine a training offer "complementary", as more of a quality cultural frameworks of the private sector or the future hospital managers. Other opening direction possible: to make our first real qualifying rounds, recognized as such, business administration ... etc.. However, it seems difficult to consider these openings as anything other than supplements: our grounding in education is existential. If the secondary is in fact cut off from the scientific culture, then, of course, more researchers will quickly fall: how to find justification in fact, a large number of faculty from when he will be content to familiarize students with "a good textbook for high school" ... The positions of teacher-researchers will then be reserved for a tiny portion of the Ecole Normale who have succeeded in their holes, and the whole dynamics, within universities, such as SLAs will be severed net forever. If another piece of society that feeds calving of French research, then we would know, unfortunately it seems that nothing animates as the planned reform, nothing else than the immediate interests of collusion and display media an incredible lightness.

Emu Bronte Stinger Unterschied

Contribution of Christian Stein, MCF, Roman History, University of Burgundy

To contribute to the debate, I would just like to point out that the new "oral lesson" could be inspired by what is spoken inside the aggregation. Where the internal part of the event includes educational experience of candidates, one could imagine for inexperienced candidates who would exploit the reflection of the Master courses and also take over part of the ESD current (knowledge dimension programs).
Insofar CAPES is the Major, should also keep two papers in oral and in particular a comment Document (s).
In all cases, avoid a trial in oral as the lesson of CAPES Now: too many candidates resume directly textbooks directly and it is difficult to assess accurately relative to each other.

Touching Sisters Breasts

Contribution of Francis Grèzes-Rueff, University of Toulouse-Le Mirail and IUFM Midi-Pyrenees

Several aspects of this call for debate are obvious, although one should not exaggerate their significance.
- The moratorium, in particular, is an absolutely unanimous required by everyone working around the competition, and would obviously be essential to the existence of serious reflection. That said, I remember the start of 1991, when nobody understood anything to the test on file and that Dominique Borne person should call in an emergency to the leaders of preparations in the provinces (including myself) to try to dispel misunderstandings. The conditions were either not very good, this has not led to disaster.
- Accept the criticism of even common sense about removing the liability stage, which is the real problem with this reform: Again, everyone agrees as to require large landfills in the first year of practice, this transition for entering the trade is absolutely necessary. Relativize, but also the "tragedy" that it represents. This measure will be improvised easy to fix, just by giving a little more landfills, the finding will be made when the vital nature of this transition. And also, contrary to what your text, nothing prevents the Teacher Training College, when they agree with the education authority on this point, to organize an internship responsibility for three or four months. The legal barrier is imaginary (and also translated a French culture to the public) if it were real, a president could not recruit non-contractual employees and give them a class ... Proof maybe a little knowledge of public law, contained in the third round of oral, may be useful for the debate on education. Of course this will require a bit more complicated forms that put an internship office (it will go through contracts and agreements), and this will perhaps reducing the training managers who do not want to there wasting their energy, but if we want to do, we can, it is the autonomy of universities and teams who will be responsible for organizing and supporting these internships. Better we shall perhaps be obliged: how, for example, are we going to give a master candidates and winners at the internal aggregation if we do not liberate a portion of their schedule? There will be no means: the idea of replacing them by masters students is absurd.

I am much more critical of your objections to the tests of writing. First, by misuse, throughout this debate, the term "discipline", a subject on which I work now. A minimum intake of historical perspective to avoid confusing a university with a specialty school discipline. A school discipline is by no means a fixed cutting knowledge from eternity, it is a teaching tool invented by and for secondary education in order to discipline the minds of teenagers that educated. The curriculum and, indeed, work in preparatory classes, very well embody this tool: state of knowledge a little offset from the research so it has time to be didactic. A contest over the entire programs is from this point of view much more "discipline" that the current competition that asks students to work on Germany in the 10th century (there is not in the discipline, we are in the specialty), a subject that they will never have to teach: if the jury had decided to commit suicide CAPES issues on competition program Specifically, it it would not have made otherwise.
The invocation of "specific problems" is a literary classic disciplinary lobbies, who usually keep well to justify the "specificity" copiously invoked to ensure that their territory (see for example the reform of education requirements whose physical "characteristics "Require, of course, five or six events, not four). "Specificity" is our way of saying "not in my backyard" issues in their letters CAPES topics on "any" literature, but they are concerned, what is possible at home (or math) is impossible here. In addition, as I know, nobody has petitioned to explain that the test called "non-program" of the aggregation led to "a very low level of demand." Should we assume that for a noble contest, the vast historical and geographical knowledge reflect a genuine elite culture, while for a competition like the commoner CAPES, this necessarily translate textbooks superficial and vulgar?

Finally, on how to incorporate a reflexive dimension (history and epistemology of our discipline), I want to say: let's get to work. The test on record was a brilliant innovation at the time of its creation. She made us do with our students an exciting work in the final term of study, opened fundamental questions which were very often for them a fascinating revelation. This is probably one of reasons for our strong commitment to this event. But she had aged and had been overtaken by the popularity of historiography. The EU licensing spending was multiplied, and there is more work to master that begins with a historiographical problematization. The test is much less original and it fills a gap more gaping studied history and geography. Suddenly, she was a little rigid and académisée, questions of epistemology to outweigh the problem of transmission: more ritualistic, less useful, it deserves to be revisited. The idea of integrating content tests, so request a concrete implementation of historiographical and epistemological knowledge does not seem stupid.
How do you ask? Try the exercise: an issue of first year program, the wars of the early twentieth century, 1914-1945. It does not seem difficult at first to ask a first year of historiographical about two pages, based on three to four texts (say: Droz, Mosse, Prost, Audoin-Rouzeau) and implementation issues identified in the first part through a story and carrying periodized direction of the main stages of the climb to the extreme that the school curriculum called the "Rewilding societies." How did this exercise a "very low level of demand? How is it "superficial"? And I do not doubt that you will easily improve this little makeshift DIY.

The second oral examination on the education system seems, however, particularly welcome. It is good that a teacher has considered the organization of the educational system in which they work. The shape of the case study, found for example in the CAPES 'documentation "Or CPE in the contest, avoids the pitfalls just cramming formalistic" and one is led to consider these materials as "boring" when it refused, for lack of intellectual curiosity, interested in law and sociology of education (and perhaps the history of education), which are specialties and much more exciting "useful" the baggage of future teachers that Germany in the 10th century: it leaves me not "puzzled". That in the jury-there, sitting mayor, councilor, judge for child or an inspector of schools do not seem to me outrageous is indeed common in various oral recruiting officials.
I'm more hesitant about the oral lesson, which actually makes me a bit uncomfortable by his side shadow play of a lesson before an absent audience, an abstraction of education that may take many ways a bit ridiculous. But the intention is not bad and the "framing" is very vague on the form to us to be creative to build a serious test and leading to a real reflection on the craft. I have no answer on this hot, I think we need to work together effectively: the debate to which you invite us is certainly one of the best places to do it.

Honeywell Thermostat 6 Wire

Contribution of Jean Leduc, former professor History

Here are some remarks in response to your call for papers and the reaction of Francis Grèzes-Rueff. My aim is realistic: it seems impossible to frontally counter the ongoing process but still possible to influence, particularly if a moratorium could be obtained.
1. On written tests, I'm not shocked the reference is secondary programs. Moreover, none will he not, already, CAPES for other disciplines as history and geography? It must, however, that three conditions are met:
- The level of knowledge required of candidates CAPES is not what the students are asked to.
- Therefore, You must not ask applicants to address any part of all programs, but they offer a reasonable selection of these. This would include selection of various periods and themes that could be renewed periodically. We could consider some fixed points: for example, in history, one could always offer the entire program of a second advantage to embrace all periods canonical.
- Suggested topics ask their candidates, in addition to knowledge of "facts" to demonstrate their ability to problematize, to conceptualize, to give some references to evoke such historiographical debate.
-
2. On oral tests:
- I have nothing against the test on knowledge of the education system under the conditions under the guidance note, with one exception: the jury should have only professionals belonging to Education.
- The point of minimum acceptable project is the lesson of making spoken as if the candidate was a lesson to a class. Even after completing a training outreach facility (see point 3) it is impossible to construct a proposed teaching sequence and, even more absurd to mimic it before a jury. For what
replace that part of the oral? I do not think you can keep the test on record as it now operates in History and geography. It should probably look towards what is practiced in other disciplines. The model chosen by the departmental project is strongly influenced by the practice of ESD in Philosophy (show how you would act in such a way) or in science (how we would do such a course). Would it be better to look to the letters and in languages that offer ESD, not to present an educational project, but think about the programs, instruction, textbooks, examination papers. In history and geography, ESD also addresses these issues but is largely dominated historiographical and epistemological questions. A place may be too broad in a contest that aims to recruit high school teachers.
skills - indispensable - in these theoretical areas must be evaluated before, in undergraduate and graduate.

3. On internships:
- It is essential that during the Masters, the candidates have done one (or several) job shadowing and practical support in classrooms and they have realized. This experience is needed to clarify the career path they intend to enhance their performance and written and oral CAPES, without the issues they may have arisen From these courses (do not return to the errors of 1992-1993). Should we make this training compulsory to enter the contest (as was the case once, for "qualifying Aggregation")? I think so.
- It is equally essential to maintain the internship year after the contest and before tenure. It should probably accept the increased service time of the trainee: 2 / 3 Internship responsibility 1 / 3 combinations of training and supervised practical placement in another cycle. With full pay, of course. And ability to perform a second year internship if the first is not enough.
contest winners who have already at least one year of teaching practice would be entitled to discharge more modest (two hours?) To participate in certain courses.

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Contribution by Olivier Dumoulin

Olivier Dumoulin, Professor, Contemporary History, University of Caen Basse-Normandie, board member of CAPES history and geography, test desk.

This argument unfolds on three levels: a global approach to the protection of national education, a concern for the defense of academic research, and finally positions and specific proposals for the recruitment professors of history and geography


1 - Conservatism or reformism: a false debate.

As a researcher, teacher, citizen, and sometimes as a parent I can not satisfy me the refusal of any changes to base my hostility, but as it stands, this project is adorned with virtues he usurps.
It would not remedy the defects inherent in the contest as they function. while increasing their share of arbitrary and inappropriate to the profession of teacher.


11 The "mastering" deepening of training: a decoy The mastering

would improve by extending the training of teachers: it is a sheer delusion. Today
a student must obtain a license to spend a year preparing for competitions and follow a year Teacher Training College, with a very modest course load to complete his training with a tutor and with lighting complementary learning to hum. Or 5 years of training.
Tomorrow after three years of license and two years of master, the young professor will service almost immediately complete with tips from a former. Either 5 years effective training. Not to mention programs
tests, we can say with confidence that the staff did nothing to reform education. Add a predominant proportion of candidates in some disciplines, had endorsed the obligations of a Master 1 before its success in the competition then the CAPES practice, in fact, devoted a term of 6 years.

12 This project would better prepare the teaching profession through teaching to the test: a sham.

Assess training after some months of preparation does not make sense. If the test takes place after teaching three semesters during the second year of master, 30% of training time over three semesters, at most, have been devoted to the discovery of the pedagogy and didactics without mandatory rotation.
Clearly the fifth time that medical students spend at the bedside, in this case without ever seeing a patient (excuse a student). Either it comes to assessing real expertise and should ensure an increase of several years, as medicine and accompanied with a progressive mastery of skills, or it is a pale imitation decontextualized the said practice and therefore a sham. And devastating side effect, the winners bolstered by their success could be convinced that imitation is the distorted teaching profession. By the way the end of the CAPES practice, despite its flaws, was sanctioned a benefit to a real class and not a learned teacher.

13 The illusion of adaptation to the employer: the confusion of selecting and training

"Knowing Home" is the goal the last time of selection. To joining IBM I never heard that had to know the inner workings of IBM and one could rightly assume that this task of discovery is not for the candidate but to the employer. Landfills courses could profitably provide the young teacher to follow sometimes major, sometimes the CPE, sometimes the class councils in their daily practice. But in the context presented, it is at best a technical check of knowledge of texts, at worst veneer formatting tips without any appropriation. Clearly, if those goals are truly a better match to the collective enterprise of National Education, it should not be a selection operation but a training company personnel recognized competence elsewhere.

14 "Everything is for the best in the best of all possible worlds": no.

The demonstration of the triple failure of the project in the state is not to cover the current procedures for praise. But reform is not in itself a step forward: a reform may be worse than the disease. In this case is the case: it is to save money by "training" better, unfortunately the selected shapes will certainly enable economies (Winners will immediately produce the 4 / 5 of a service instead of third!) But the solutions are at best ineffective and at worst dangerous.

2 A threat against the functions and content of higher education: a perverse mastering

21 The above-ground research.

By a Masters in education courses, diploma and preparing a competitive one and the same momentum, sesame entry into paradise teacher, the project completely disconnected students the most numerous research even before there have tasted. Although the office of Minister of Higher Education claims to preserve the proportion of research, the specifications of this master preparation for the recruitment examination can hardly make it up already declining in the three-semester introduction to teaching and to pedagogy and critical control of the process and content of secondary education programs.
Only students believe that they can venture into the quest for a researcher or university will commit to arid channels of master research that does not prepare them for competitions. Therefore before seminar rooms emptied, in some disciplines of humanities and letters, education, research masters will look like the soilless culture.


22 receipts glued

In the current contest that requires obtaining the Master 2 takes place before his final punishment, at least as regards the eligibility tests and the first part of test admission. One can guess in advance the pressures on university boards when candidates elected through the competition did not meet the requirements of the university board. The chronology of superimposed facto register of Convocation and of obtaining assistance from the public. Conversely
we guess that the elected master, glued to the contest, will form a pool of highly exploitable "master-auxiliary" to the employer.

23 A threat against the knowledge

This view does not apply in absolute and depends on the nature of the tests in different disciplines. First recognize that the novelty is that for the honorable guild of historians, geographers, since in many disciplines, unlike aggregation programs CAPES those schools are already and colleges. However, the effort allocation of candidates based on the weighting of the tests involves a de facto reduction of the requirement, including the disciplines that had to program the contents of high schools and colleges. The investment discipline accounted for only 40% of the effort of candidates.
If the teacher is merely a manipulator of textbooks: no problem. But this implies that at the end of the year, the student controls the whole of the theories, methods and knowledge needed to use the manuals in informed critic. One can only fear the effect this constraint on higher education, overwhelmed by the demands at the expense of factual learning long and rigorous intellectual method.

3 The difficulties inherent in the history

31 The introduction to research teaching role

research activity, particularly in history, will therefore be reduced to its simplest expression. The search was not mandatory until then (CAPES from the license) and for its critics, writing a thesis on a specific purpose and point is the antithesis of art teacher. I think it's the opposite! For research experience to the young student this essential fact: the story is not given, it is written. Everything begins with uncertainty about a sum of questions. Rediscover the fundamental ignorance, it is a qualifying essential to understanding the difficulties students faced with a classical program for teachers, something radically new for him.
Thus, with the creation of the Master who disposes of doing the research, the reform removes, in my view, a crucial element of training for future teacher.

32 A solution misleading when the crop "general" led to parrot

Know a thoroughly all the contents of the secondary returns control of the discipline of history at the sole command of the facts and general culture. Some may rejoice, I think it is a sham. Given the breadth of programs it is clear that the only factual mastery, coupled with a good preparatory class rhetoric will be meaningful and historical issues. As for knowledge of evolution discipline, the scope of the program makes it useless for beginners.

33 The status quo is sustainable?

Preserving questions, rather narrow shared with aggregation, up the contest apart from the disciplines of general education schools. Without going into questions of principle that undermines our position by its singularity.
However this solution for both disciplines associated benefits that we believe are often (not all of them if I think about some IPR). But the maintenance at any price for this position may weaken the united front transdisciplinary which I call us.
I am very skeptical about the idea of a written discipline on the overall program. On one hand, programs covering the topics of high schools and colleges raise the problem of the disparity between the level of demand in-depth questions in high school and those views are in 6th and 5th (Ancient and Medieval History, Modern also for the most part). On the other hand I am opposed on the grounds mentioned above.

So I suggest to explore two ways. The first, mentioned by many colleagues, is to use the language programs but only for part of them, changing every two years the issues identified. The second, far more heterodox, assumes that this is not the knowledge that must be checked here but the ability to rise in position of critical expert and user manuals. The written test, to inventing would leave this suggestion for finding a particular form.

34 Throw out the baby with the bath water: what about ESD?

I know that the form found by ESD in geography, history seems much too theoretical to some colleagues and to quote a formula read the blog "the history and epistemology of the discipline" would be unnecessary for college teachers. Several of us to be the opposite view.
Here I just write as a historian but as a citizen and parent of student: the choice of words, thinking about the construction of categories and the development of knowledge of the issues I feel need to be submerged by the formation a teacher aware of his responsibilities. Certainly he will not use this explicitly critical part of his training, but the examination is to know whether the prospective teacher talk about identity, genocide, culture, memory ... with a sense of intellectual choices that each of these terms raises when preparing its course.