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.
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.
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