Colleagues,
At the meeting of 12 December Sherringham Mark asked us to make proposals concerning the trials of the Caps (read the transcript on this blog). being followers of a suspension of the whole reform (master, new Caps, inability IUFM making entries next year ...) that allows opening a real dialogue - a "reset "File the words employed by Darcos about high school reform - and not wanting endorse the overall framework of the new Caps regarded as untouchable by the Department, we could not enter fully into this logic. However, by including the perspective of a desired suspension, we found it useful to recall our position on those tests.
This text, sent earlier this week to Mark Sherringham that we put online knowing that it can only be a basis for discussion rather than an alternative project that designed in a hurry, do could fail to have defects similar to those of the departmental project.
Our positions on retesting the Caps
Text sent to Mark Sherringham, adviser to the Minister of Education Monday, January 5, 2009.
Item 1. To a suspension of the reform
It now seems imperative that the reform of teacher recruitment competitions, like what happened to high school, either suspended to allow a "reset" the device. We also retain, as in high school, the idea of the general state of training and recruitment of teachers. In addition we ask in every case the maintenance, which we consider indispensable to a true professional - with a significantly reduced course load - in the first year of service for probationers. We
however, in response to the device provided by departments, and explicitly to contribute positively to the necessary debate to come in view of the suspension, to reaffirm and clarify a few positions on the competitive examination for secondary teachers.
Item 2. Competition programs
The general framework (all disciplines) should indicate that the competition programs are designed in conjunction with school programs. This leaves the possibility of adapting the contents of discipline by competition programs (programs in whole or choice of questions in the programs).
For history and geography, we must maintain parity between the two disciplines in the tests because any idea of major / minor is not practical: the two disciplines are taught at the money and the risk, if this principle were adopted, would be the overwhelming choice of major in history.
For history and geography, the idea that all secondary school curricula (and post tray!) Are the programs we support is likely to be abandoned because it is difficult to believe that the knowledge level license on "period" (sic) late-twentieth century antiquity or all areas of geography can be acquired in the time available to prepare (even if some of this knowledge is acquired Licence).
Principle: Hold some major questions for the competitions program, "distributed" for all periods in history and on all major areas of geography.
Difficulty: history, careful not to restrict the issues that other periods in modern history. Questions
program could be renewed by half every two years (as now).
NB. is in our opinion the only way to guarantee the presence of all periods in history and geography in all areas.
Item 3. The terms concrete tests
1. The written tests
If you want to at least one of entrance examinations has an epistemological dimension should, history and geography:
- by drawing lots, a test composition "classic" on One theme of the competition program and the discipline not chosen at random a test comment from a documentary record thematic material including "classic" and documents such historiographical and / or epistemological on the theme. It would then explicitly indicate in the title of the theme folder epistemological: ex. in history "The Great War and the question witnesses in history" ... The dimension called "epistemological" necessarily rely on a theme took questions in the competition program.
NB. If spoken there was an event close to the ESD current (with its size and history of discipline epistemology) might hold for disciplinary writing essays "classic" in both disciplines ...
2. Orals
Preliminary remark: remember that we can not require candidates teaching competence or teaching in the absence of any real practical experience in class. The internship class is not required to submit to the contest, test assuming this experience would be "illegal."
The oral tests must remain disciplinary and assess candidates' ability to reflect on scientific knowledge, teaching content and objectives of the latter.
There could be two oral tests: an examination disciplinary a "lesson" and a test of reflection on the discipline and instruction (which would replace the planned test of knowledge of the education system, see 4.)
2.1. The oral called "lesson" is a scientific presentation of analysis and organization of subject knowledge on a topic related to curriculum content:
- Topics based on the titles of existing programs or programs of the contest, lottery history or geography and organized presentation stating the general problem, ideas force, choice of subject content and key concepts for treating the subject followed by an interview with the jury.
The presentation includes:
- An analysis of proposed programs (and accompanying documents) in effect on the issue in terms of choice of problematic content, concepts, cutting (time or space)
- a statement of the issue of a scientific perspective by integrating a historiographical dimension (great work, great debates ...)
- an analysis of documents used with their presentation, their scientific interest, their relevance to programs
- a presentation of the bibliography used.
2.2. The second oral test of reflection on the discipline and teaching incorporate the principles and achievements of the race on record (ESD) current. It is by no means a test "didactic," "educational" or "professional". It would include areas such as questioning:
- the history and epistemology
disciplines - history of education disciplines
- existing programs (goals, issues, organization, choice of subject content, concepts, documents, discussion points).
Topics on one or more fields of inquiry to deal with pressing a documentary record, necessarily with reference to an issue in this disciplinary programs in place (eg in history: "The duty of memory needed Does it tell historians? From the example in the history of Vichy "or geography:" What the study of cities it serves to geography in education? "). Whatever the subject, it would clarify the issues for education must be addressed.
As for test current draw between history and geography; presentation followed by a discussion including a section on discipline not drawn and another civic education).
NB. The redefinition of the test would benefit from the experience gained in the preparation of the ESD current and the jury (all disciplines).
Item 4. About the oral exam on knowledge of the education system
Due to its current definition and its coefficient we ask that it be removed as qu'épreuve oral and she does, with content defined, subject to validation as a prerequisite in the formation.
issue areas could then be:
- the history of the school and the education system and its current organization
- School of Sociology and Education
- professional ethics and values of public school Republican (based on part of civic education programs and ECJS).
NB. This deletion could allow the maintenance of oral Caps a second disciplinary hearing test (See point 3. 2.2).
Christian Delacroix, François
Dosse,
Patrick Garcia.
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