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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