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.
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