Teacher(s)
Language
French
Main themes
The Teaching Unit (UE) is divided into two parts, both related to the didactics of French as a first language (or language of instruction). Each part includes an internship and a seminar accompanying the internship.
For the teaching internship:
In accordance with Title II, Chapter V of the RFIE Decree 2021, the student-intern will be placed in a professional situation in secondary education establishments, whether general or specialized, full-time or in alternating formats, in social promotion secondary education, or artistic secondary education with reduced hours. These professional situations will allow the student to develop their professional project, progressively build their professional identity, adopt a reflective practitioner attitude, deepen their disciplinary knowledge, including French didactics, as well as pedagogical differentiation, remediation, personalized support, co-teaching, the development of competencies related to the teacher’s social role, and progressive learning of autonomous work and teamwork.
In these professional settings, the student-intern will carry out classroom activities (observation of teachers and learners, teaching) and out-of-class activities (for example, observing the school institution, engaging in socio-professional insertion/social organizational activities, active participation in year, discipline, interdisciplinary meetings, project-related meetings, linked to planning strategies, remediation periods, participation in a pedagogical day, class council, or collective or individual parent-teacher meetings).
For the seminar accompanying the internships:
The seminars will work on the teaching identity, the representations of the trainees, and the pedagogical, didactic, relational, social, and organizational dimensions of professional practice, as well as reflexivity, through the creation of a portfolio.
For the teaching internship:
In accordance with Title II, Chapter V of the RFIE Decree 2021, the student-intern will be placed in a professional situation in secondary education establishments, whether general or specialized, full-time or in alternating formats, in social promotion secondary education, or artistic secondary education with reduced hours. These professional situations will allow the student to develop their professional project, progressively build their professional identity, adopt a reflective practitioner attitude, deepen their disciplinary knowledge, including French didactics, as well as pedagogical differentiation, remediation, personalized support, co-teaching, the development of competencies related to the teacher’s social role, and progressive learning of autonomous work and teamwork.
In these professional settings, the student-intern will carry out classroom activities (observation of teachers and learners, teaching) and out-of-class activities (for example, observing the school institution, engaging in socio-professional insertion/social organizational activities, active participation in year, discipline, interdisciplinary meetings, project-related meetings, linked to planning strategies, remediation periods, participation in a pedagogical day, class council, or collective or individual parent-teacher meetings).
For the seminar accompanying the internships:
The seminars will work on the teaching identity, the representations of the trainees, and the pedagogical, didactic, relational, social, and organizational dimensions of professional practice, as well as reflexivity, through the creation of a portfolio.
Learning outcomes
At the end of this learning unit, the student is able to : | |
By the end of this course, students will be able to:
AA.1. The skills of the institutional, social and cultural player AA.1.1. Acting as a social and cultural player within the school and society, including in their transformation, integrating diversity and developing citizenship practices for greater social cohesion; AA.1.2. Understand the ethical issues and respect the ethical and regulatory frameworks of the profession from a democratic and responsible perspective; AA.1.3. Analyse the organisational and institutional environment of the education system and act within it, in particular by interacting with colleagues, parents, management and other players in order to : AA.1.3.1. Be part of the school's management process and take part in processes to improve the French Community's education system; AA.1.3.2. Make the school a place where pupils learn, develop and train in a positive climate, and not a place of selection; AA.1.4. To control one's administrative situation and monitor one's personal administrative file. AA.2. The skills of the player in a learning organisation in a collective dynamic AA.2.1. Involve oneself in collaborative work within an educational team in order to increase professionalism and expertise by mobilising collective intelligence, particularly during consultations; AA.2.2. identify their individual training needs and participate in identifying the training needs of the teaching team; AA.2.3. Contribute to the dissemination, within the educational team, of the knowledge acquired through continuous training or the skills developed through such training or through experience. AA3. The skills of the learning organiser and coach in an evolving dynamic AA.3.1. Mastery of subject content, its epistemological foundations, its scientific and technological development, its didactics and teaching methodology; AA.3.2. Mastery of knowledge relating to learning processes and research into the various models and theories of teaching; AA.3.3. Have a thorough command of written and spoken French in order to teach and communicate adequately in the various contexts and disciplines related to the profession; AA.3.4. Take account of and develop the language dimensions of learning and teaching, paying attention to the language of schooling or language of learning and being aware of the socially and culturally unequal nature of familiarisation with it; AA.3.5. Act as a pedagogue within the class and the school in a collective perspective, in particular through : AA.3.5.1. Designing and implementing a teaching and learning approach, including a variety of practices likely to enhance pupils' motivation and self-confidence and develop their creativity and spirit of initiative and cooperation; AA.3.5.2. The design, choice and use of teaching aids, textbooks, school software and other educational tools ; AA.3.5.3. The construction and use of observation and assessment aids, the latter being specifically designed to be comprehensive and formative, encouraging pupils to take responsibility for and participate in their learning; AA.3.5.4. The design and implementation of differentiated teaching practices and personalised support for pupils, taking account of their prior learning, their learner profile and, where appropriate, their specific needs, and relying in particular on co-teaching or co-intervention; AA.3.5.5. The introduction of interdisciplinary learning activities; AA.3.6. Mastering the integration of digital technologies into teaching practices; AA.3.7. Taking account of media literacy, EVRAS and gender across the board; AA.3.8. Create a caring relational framework to facilitate communication with pupils, their family and friends and colleagues; AA.3.9. Manage the class group in educational and teaching situations in a way that is stimulating, structuring and reassuring. AA4. The skills of the reflective practitioner AA.4.1. Read critically the results of scientific research in education and didactics and draw on them for their teaching activities, as well as drawing on various disciplines in the human sciences to analyse and act in professional situations; AA.4.2. Carry out, individually and with peers, critical and rigorous observation and analysis of their own practices and their impact on pupils in order to regulate their teaching and develop the strategies and conditions for implementing them with a view to effectiveness and equity; AA.4.3. Gradually build up their professional identity, in particular by using personal professional development tools such as the portfolio. |
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Content
The 90 hours of teaching practice are divided into 45 hours per teaching stream (qualification teaching and transition teaching).
For each part of the teaching practice:
10 hours of observation and co-teaching with the regular teacher
Teaching classes in pairs (the class is mainly prepared by the regular teacher). From observation to gradually taking over the lessons.
25-30 hours of teaching alone
Complete responsibility for teaching sequences (preparation and teaching).
5-10 hours of extracurricular professional socialisation activities
For example, participation in a school training day or a meeting with parents; organisation of a cultural project (exchange, correspondence, show or play); support for students in difficulty (tutoring, personalised support); design and implementation of recreational or interdisciplinary activities.
Please note: If the formative assessment is negative, the student will complete 5 additional hours of teaching (to be deducted from the hours of related activities).
These placements will be supervised by a support seminar. Various sessions will be planned throughout the year and will cover the following topics, among others:
For each part of the teaching practice:
10 hours of observation and co-teaching with the regular teacher
Teaching classes in pairs (the class is mainly prepared by the regular teacher). From observation to gradually taking over the lessons.
25-30 hours of teaching alone
Complete responsibility for teaching sequences (preparation and teaching).
5-10 hours of extracurricular professional socialisation activities
For example, participation in a school training day or a meeting with parents; organisation of a cultural project (exchange, correspondence, show or play); support for students in difficulty (tutoring, personalised support); design and implementation of recreational or interdisciplinary activities.
Please note: If the formative assessment is negative, the student will complete 5 additional hours of teaching (to be deducted from the hours of related activities).
These placements will be supervised by a support seminar. Various sessions will be planned throughout the year and will cover the following topics, among others:
- Formalities, expectations and assessment of placements.
- Teaching identity (representations, attitudes).
- Classroom observation methodology.
- Co-teaching methodology.
- Developing a teaching plan.
- Supervision of the teaching plan developed by the student.
- Group intervision (ideally during the internship): analysis of ‘successes’ or ‘critical incidents’.
- Individual intervision based on a classroom video or case report.
- Internship review; reflection; setting personal goals (for the next internship or professional practice).
Teaching methods
Assessment grids for formative and certifying purposes will be presented to students and completed by internship supervisors and teaching staff. Several formative feedback sessions will be given to trainees during the support seminar, during the first internship visit or during intervision sessions. They may be asked to provide a video of a class sequence or a case report. They will receive formative feedback during the co-analysis of this video or case. They will also be required to gradually build and complete a reflective portfolio. The support seminars will be participatory.
Evaluation methods
Each part of the internship (corresponding to each of the teaching stream) will be assessed separately. However, failure in one of the parts may result in overall failure of the internship. It is not possible to retake an internship in the September session.
Weighting of the final mark for each part:
Weighting of the final mark for each part:
- 45% for the final internship visit
- 45% for the report from the internship supervisor(s)
- 10% for the reflective portfolio (including 5% dedicated to the assessment of oral performance in the ‘Oral Practice’ sessions included in the ‘Long French Internship Support Seminar - Partim 1 - Qualification Teaching’).
Other information
In formal education, the ban on wearing religious symbols, when stipulated in the school's internal regulations, also applies to student teachers.
Online resources
The teaching unit is based on the Moodle platform (course code LFRA9010).
Faculty or entity
