This learning unit is not open to incoming exchange students!
Teacher(s)
Camilleri Sylvain (coordinator); Rochet Sébastien (coordinator);
Language
French
Main themes
For the teaching internship:
In accordance with Title II, Chapter V of the RFIE 2021 decree, the student intern will be placed in a professional setting in secondary education institutions, whether general or specialized, full-time or in alternation, social promotion secondary schools, or artistic secondary education with reduced hours. These professional situations must enable the student to test their professional project, progressively develop their professional identity, adopt a reflective practitioner attitude, deepen their disciplinary knowledge, including the didactics of the subject, as well as pedagogical differentiation, remediation, personalized support, co-teaching, the development of skills related to the teacher’s social role, and the progressive learning of autonomous work and teamwork.
In these professional situations, the student intern will need to carry out activities in the classroom (observing teachers and learners, teaching) and out-of-class activities (e.g., observing the school institution, participating in socio-professional integration/organizational socialization activities, engaging actively in year group meetings, disciplinary, interdisciplinary, or project-based meetings, working with pilot plans, remediation sessions, participating in a pedagogical day, a class council, or a collective or individual parent-teacher meeting...).
For the internship support seminar:
Regarding internship support, collective seminars will focus on building the teaching identity through the creation of a portfolio. The seminars will address the representations of interns, the pedagogical, didactic, relational, social, and organizational dimensions of professional practice, and reflective practice.
In accordance with Title II, Chapter V of the RFIE 2021 decree, the student intern will be placed in a professional setting in secondary education institutions, whether general or specialized, full-time or in alternation, social promotion secondary schools, or artistic secondary education with reduced hours. These professional situations must enable the student to test their professional project, progressively develop their professional identity, adopt a reflective practitioner attitude, deepen their disciplinary knowledge, including the didactics of the subject, as well as pedagogical differentiation, remediation, personalized support, co-teaching, the development of skills related to the teacher’s social role, and the progressive learning of autonomous work and teamwork.
In these professional situations, the student intern will need to carry out activities in the classroom (observing teachers and learners, teaching) and out-of-class activities (e.g., observing the school institution, participating in socio-professional integration/organizational socialization activities, engaging actively in year group meetings, disciplinary, interdisciplinary, or project-based meetings, working with pilot plans, remediation sessions, participating in a pedagogical day, a class council, or a collective or individual parent-teacher meeting...).
For the internship support seminar:
Regarding internship support, collective seminars will focus on building the teaching identity through the creation of a portfolio. The seminars will address the representations of interns, the pedagogical, didactic, relational, social, and organizational dimensions of professional practice, and reflective practice.
Learning outcomes
At the end of this learning unit, the student is able to : | |
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Other information
In formal education, the ban on wearing religious symbols, when stipulated in the school's internal regulations, also applies to student teachers.
Pursuant to Article 36, Section 3, of the Decree defining initial teacher training, students enrolled in the Master 60 in Education, Section 5, who are currently employed in upper secondary education, may have their work performed in that capacity recognized as equivalent to activities related to long-term teaching practicum, provided that the position held strictly falls within a disciplinary component of the Master 60 in Education, Section 5, in question. The procedure is described on the faculty’s website.
Pursuant to Article 36, Section 3, of the Decree defining initial teacher training, students enrolled in the Master 60 in Education, Section 5, who are currently employed in upper secondary education, may have their work performed in that capacity recognized as equivalent to activities related to long-term teaching practicum, provided that the position held strictly falls within a disciplinary component of the Master 60 in Education, Section 5, in question. The procedure is described on the faculty’s website.
Faculty or entity
